What is the purpose of teaching Treaty Ed (specifically) or First Nations, Metis, and Inuit (FNMI) Content and Perspectives (generally) where there are few or no First Nations, Metis, Inuit peoples?

What does it mean for your understanding of curriculum that “We are all treaty people”?

In answering these questions, I immediately think of Claire Kreugers introduction video in the listed materials. Specifically, her points stating less cultural representation in schools requires more education than in schools with a more diverse population, because education combats racism. It is ignorant to assume that teaching anti-racist values is most beneficial to the people who experience them first-hand, and that is why Treaty Education is required in schools where there are few or no First Nations, Metis, and Inuit peoples.

Racism is a problem that must be tackled by fixing the people who perpetuate racist ideals, not the people who experience the negative consequences of racist actions and narratives. During the lecture on Wednesday, I found it really inspiring to learn from Raquel Oberkirsch and her lived experience as a white settler teacher in the field of Treaty Education. There should be a bigger responsibility on non-indigenous teachers to participate in ceremonies and do their own research on the cultures they are teaching because we are all treaty people. Raquel’s lecture challenged my thinking and brought up this question, “who am I allowing to hold the responsibility in my journey of anti-racism and reconciliation?”. As people living on this land, and as someone who has objectively benefitted from the suffering that’s occurred, I have a responsibility to seek out the information and experiences that I need in order to best support the populations I will serve and to be a respectful and well-informed citizen.