The purpose of teaching Treaty Education where there are few Indigenous peoples is to create a better understanding of colonialism. Donald (2010) suggested, “colonialism is an extended process of denying a relationship”; which, in turn affects everyone. Therefore, the purpose of teaching Treaty Education is to help further educate everyone on the process of colonialism and relationship it has created. Krueger (2017) states “teachers impress the ideas in subtle and non-subtle was who matters and who is important”. Consequently, this means that as educators, if we don’t teach Treaty Education or decide to, in a subtle manner (barely address it), we are deciding this information is not important. This further extends Donald’s idea of denying the relationship, which promotes colonialism.
Chambers discussed the idea of all of us being Treaty people by stating, “it is an elegy to what remains to be lost if we refuse to listen to each other’s stories no matter how strange they sound, if we refuse to learn from each other’s stories, songs, and poems, from each other’s knowledge about this world and how to make our way in it” (p. 29). How I interpreted this message was that we all have stories about their ancestors and they are equally important. We should acknowledge these stories and process the information to ensure that we are making knowledgeable decisions in the future. Donald (2010) said as educators “we need to be attentive to the dynamics between the relationship of information and how it is delivered”. Students are basically sponges for information; thus, it is critical that educators think critically about what information they are presenting and how they are presenting it. Moreover, when the Ministry of Education is preparing the curriculum, it is crucial that they do their best to think about the dynamic relationship between information and how it is delivered.