March 24 Multilingual classroom

Regardless of Indigenous student numbers, all schools should provide First Nations, Metis, and Inuit topics and views. Students’ worldviews are shaped by their teachers. Racism and colonialism will persist until Indigenous cultures, worldviews, and teachings are imparted (Kruger, 2017). “Investing in Indigenous history, cultural events, and relationship building, even if there is a small Indigenous population” encourages students to listen and care (Kruger 2017). As ties are established, Canadians are educated, and allies are appreciated, the “gap between Indigenous and non-Indigenous peoples” may be bridged (Donald, 2010).

Through connecting, educating, and valuing allyship, the “gap between Indigenous and non-Indigenous peoples” may be bridged (Donald, 2010).
Because we are all Treaty people, Saskatchewan’s curriculum should include Treaty land and ties. “It is the actual curriculum, the one that asks us to repair our ties with one another, that pushes us to renew our loyalty to what we have in common, to our stake in the planet and its existence, on which our own depends,” says the Treaty Agreement (Chambers, 2012). The curriculum should cover the “benefits and responsibilities that come with sharing this land” (Kruger, 2017). Because we are all Treaty people, the curriculum should emphasize learning multiple histories, engaging many cultures, and developing intimate relationships with the people of the land to benefit everyone (OTC, n.d.).