What should be realized is that, from a colonized individual or person of colonial descent, the stereotypes, racism, and perceived ideas about Indigenous ways of life, language, and culture, are a condition of the settler colonialism agenda. This all largely started with treaties, which is why Treaty Education is so important for students to know. Students will be our future, and they must realize that, for example, there are reserves that do not have good drinking water (Cappello, 2017a). Educators have to teach students to change conditions that harm parts of the population, which includes Indigenous Peoples. As well, educators need to teach about the different views on land, like the Crown tricking First Nations by not honouring the treaties to use the land for the Crown’s productivity (Chambers, 2012, p. 27). So, even if there are not any Indigenous people in the class, there still needs to be Treaty Education because these understandings will affect all the individuals residing in Canada. Now, it is important to get an emotional connection between the students and what they are learning. This is achievable by showing students the big picture and not skipping important details in history (U of L Faculty of Education, 2010). Colonial descendants were the true benefactors of treaties, and now, there is a shift to truly honouring these treaties for their actual intent (Hildebrandt, 2018). As educators, there is a duty in getting individuals shifted from these negative constructs to being open to growth and relationships with the Indigenous — which is what the treaties are supposed to produce. Not only are we teaching these because of the curriculum, but we are teaching Treaty Education to develop a better world. This is why it is important to get fellow educators to teach Treaty Education with a passion, and this is why it is important for students to learn about treaties even if they are not First Nations, Métis, or Inuit Peoples. Every single person belongs and has a responsibility to treaties, each other, and the nation at large. Consequently, it is important to teach and make individuals understand the treaties and the effects of colonization by building these relationships between Indigenous and settler perspectives and individuals. To stop these stereotypes and ideas produced by colonialism, we need to have students empathize with the content before they can be open to change. Bringing in elders, hearing perspectives from Indigenous Peoples, and having discussions about the history and present are great ways to make students become open to the curriculum, but more importantly, the treaties and its responsibilities at large. This may also help your fellow educators see the importance of teaching it in their schools with more passion.
With that in mind, the Treaties affect everyone. This means everyone is a “Treaty Person.” There are no outsider groups, — at least there should not be — and we are all developing together, so we should help each other (U of L Faculty of Education, 2010). As well, the treaties should be benefitting both parties, and while we go on the path of reconciliation and accept responsibilities from the treaties, the path for both parties to benefit is made possible (Hildebrandt, 2018). Now, knowing that everyone has a role in treaties, the curriculum is quite important and it should reflect the intent of treaties at its origin (from both perspectives of malevolence and peace). There needs to be more to the Treaty Education curriculum in terms of history, but there also needs to be more compassion and building a true relationship with Indigenous Peoples by going to cultural activities and speaking with elders.
References
Cappello, Michael. (2017a, September 6). ECS 210 8.2 – Claire Intro [Video]. YouTube. https://www.youtube.com/watch?v=sWY_X-ikmaw
Cappello, Michael. (2017b, September 6). ECS210 8.4 – Q&A [Video]. YouTube. https://www.youtube.com/watch?v=NnPl9Xfd0Bw
Chambers, Cynthia. (2012). “We are all treaty people”: The Contemporary Countenance of Canadian Curriculum Studies. In Ng-A-Fook, Nicholas & Rottmann, Jennifer. (Eds.), Reconsidering Canadian Curriculum Studies: Provoking Historical, Present, and Future Perspectives (pp. 23-38). Palgrave Macmillan.
Hildebrandt, Katia. (2018, October 15). #TreatyEdCamp Preconference keynote: Ryan McMahon [Video]. YouTube. https://www.youtube.com/watch?v=hvMyHcG-uVo
U of L Faculty of Education. (2010, September 24). Dwayne Donald – On What Terms Can We Speak? [Video]. Vimeo. https://vimeo.com/15264558
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