Respond to the following email while keeping these questions in mind: 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”?
During fall semester several years ago, Dr. Mike Cappello received an email from an intern asking for help. Here’s part of it: “As part of my classes for my three week block I have picked up a Social Studies 30 course. This past week we have been discussing the concept of standard of living and looking at the different standards across Canada . I tried to introduce this concept from the perspective of the First Nations people of Canada and my class was very confused about the topic and in many cases made some racist remarks. I have tried to reintroduce the concept but they continue to treat it as a joke. The teachers at this school are very lax on the topic of Treaty Education as well as First Nations ways of knowing. I have asked my Coop for advice on Treaty Education and she told me that she does not see the purpose of teaching it at this school because there are no First Nations students. I was wondering if you would have any ideas of how to approach this topic with my class or if you would have any resources to recommend.”
Hello,
I am very sorry about the pushback you have been receiving about Treaty Education. It is incredibly disheartening to hear that your co-workers feel it is unnecessary to teach because there are no First Nation students. In actuality, the people who benefit most from Treaty Education are non-Indigenous students. Many Indigenous students already have first-hand experience with intergenerational trauma and oppression stemming from colonialism. Thus, they already recognize a need for reconciliation and healing. On the contrary, non-Indigenous students know very little about the effects of colonialism and the importance of treaties. Their lack of Indigenous exposure and education frequently leads to the development of racist ideals and learned ignorance. Mike and Claire’s conversation further emphasizes the importance of all students, particularly non-Indigenous students, receiving treaty education.
A commonly used phrase in Treaty Education is “We are all treaty people.” It is a challenging statement to understand. To me, it further reiterates that it is not just the Indigenous people’s responsibility to learn and practice Treaty Education. Everyone is responsible for it. I think the phrase acknowledges a collective obligation for all people, regardless of race, to pursue reconciliation and decolonization so we can work towards building a healthy relationship between the Indigenous and non-Indigenous people of Canada. As Cynthia Chambers states on page 35 of her article, “this IS our work […]; it is work best done together.”
However, as I continue my treaty education, I am continuously learning more about what it means to be a treaty person. I am realizing that it has many complexities and is not something that can be quickly described. Therefore, I think it is very normal and should be expected for your students to have some confusion. One recommendation I have to help your students to comprehend the material better is to make a safe and comfortable space for them to be able to ask questions and have a discussion. Creating time for reflection is an essential part of learning, especially when delving into more graphic content. Further, if there are any questions or topics you need clarification on, it is okay to consult an elder. As Claire explains, educators will inevitably make errors, encounter challenges, and need to rectify their missteps—and that is perfectly alright. Recognizing mistakes and extracting valuable lessons from them signifies progression and growth.
I hope this helps!
The above information draws from the following readings:
Hey Hayleigh,
I loved reading your blog post. I felt like I was receiving the email and your points were incredibly thought out and intentional. I agree that non-Indigenous people are the people who most benefit from treaty education and, unfortunately, it’s true because Indigenous people experience oppression and intergenerational trauma firsthand. The best growth is through mistakes and I think as an educator it is our job to teach these mistakes if we want to learn. Thanks for sharing!
-Ash