Decolonizing and
Indigenizing Educators
What is decolonizing: it is a process of inclusion that
acknowledges the history and culture of Canada’s
Indigenous people.
What is indigenizing: it is the mobilization of
Indigenous knowledge and imparting it to all
educators.

Why Decolonize and Indigenize Educators?
Educators are one group who could benefit from learning about the processes
involved in decolonizing and indigenizing. The role of an educator is to inspire and
nurture children by providing a welcoming and diverse atmosphere. As a result,
educators and non-indigenous individuals must include land-based learning in the
curriculum to enhance Indigenous community engagement and overall well-being.
Learning will become more accessible to Indigenous communities and young
students will respond more favourably to the opportunities that a public education
in Canada can provide.
Until the idea of decolonization and indigenization came along, researchers had
been struggling to understand why native representation was so low in canadian
schools.

THE ACTION of Decolonizing and Indigenizing
Integrating Indigenous knowledge and viewpoints into the curriculum is one of
several decolonization initiatives that educators can employ to help build a more
inclusive environment for Indigenous children. Encouraging Indigenous families to
share their opinions and knowledge of their culture and history with students is
one method educators can use. This information can then be used by educators to
promote greater inclusion and equity for indigenous students. The educator can
also provide helpful materials to non-indigenous individuals and families interested
in learning more about indigenous history, and cultures. Educators can contribute
to decolonization by acknowledging and including indigenous knowledge and
perspectives in the curriculum.

MORE ACTION of Decolonizing and Indigenizing
Decolonization goes further than the school system. Decolonization requires an understanding of Indigenous history and
acceptance and acknowledgement of the truth and consequences of that history. The process of decolonization must include
non-Indigenous people and Indigenous Peoples working toward a future that includes all.
Canadian citizens must acknowledge that the Canada we know today was built on the legacy of colonization and the
displacement of Indigenous Peoples. Decolonization must continue until Indigenous Peoples are no longer at the negative
end of socio-economic indicators or over-represented in areas such as the criminal justice or child welfare system. Then
enrollment of Indigenous students in schools will steadily increase.

THE PLAN for Decolonizing and Indigenizing
Introducing Indigenous knowledge and views into the curriculum, practice,
and teaching is an indigenization step that would help educators be more
inclusive. Working alongside indigenous families and the indigenous
community to include their knowledge and insights in the curriculum is
one method. This could involve educating about the effects of residential
schools, and Indigenous cultures and bringing an Indigenous perspective.
Attending workshops and finding tools and materials from the indigenous
community is also part of it. Educators can also push for more inclusion
and equity in their classrooms.

THE PLAN for 5 Senses
The plan of decolonization involves a process of healing and moving away from a place of anger, loss, and grief toward
a place where Indigenous Peoples can thrive. This can be overwhelming and seemingly impossible for some. It must be
acknowledged that not all Indigenous Peoples are in the same place on this “decolonization journey,” but together
Indigenous Peoples and non-Indigenous peoples can succeed.
Facilitating this journey can be accomplished by incorporating native art, music and cultural apparatus that appeal to the
senses.
There are many renowned native artists whose work would be appropriate for showing. This would help to bridge the
gaps in cultural understanding and mutual respect. Social media can also play a big role.

APPROPRIATE REFERENCES for Decolonizing and Indigenizing
Borrows, J. Article 15 Book Notes: Canada's indigenous Constitution. Whitney Bell. (2010):
Web.
Preston, Jen. “Neoliberal Settler Colonialism, Canada and the Tar Sands.” Race & class 55.2
(2013): 42–59. Web.
.
Gilmore, Rachel. Mapping the missing: Former residential school sites in Canada and the search
for unmarked graves. Global News. (2021): web.
UVic. Decolonization in an Educational Context. Centre for Youth & Society. University of Victoria. (2023): web.

EXPECTATION AND EVALUATION
The expectations and desired outcomes of decolonization and indigenization will
hopefully culminate in improved attendance at schools among the young people of
Indigenous communities.
We are looking for an increased awareness of the needed for greater
understanding of Canada’s native peoples all across every facet of society, not
just schools.
We are looking to foster improved group functioning across all aspects of official
bodies and NGOs.
Changes and revisions to ongoing projects and ongoing activism such as the TRC
and No Child left Behind will assist decolonization and indigenization.

Evaluating Decolonization and Indigenization Policies
An examination of indigenous education theory will eventually
reveal how native culture and artifacts have been assimilated into
what is now modern Canada. A current assessment of how the
policies of the past have affected Indigenous people and what has
been done to change that highlights the missed opportunities in
education policies that may have been included as a remnant of
centuries old colonialist strategy. What enrollment figures do
schools need to see before these policy adjustments are
considered effective?

2 Meaningful Replies
1. This answer has to do with the ongoing claim being made by Canada’s aboriginal peoples of systemic and inherent racism found
within the governing system. It’s current significance has to do with the cultural education of new generations of aboriginal
people, both in cities such as Toronto and elsewhere across Canada. It is believed that by discussing the past, aboriginal culture
and its people may understand the present a little better.
2. The Residential School System was typical of educational institutions run by churches in Canada in collaboration with the
Federal Government. Such institutions were used by the Canadian Government to separate Aboriginal children from their
culture and to assimilate them into Canadian culture. This was to be achieved by the indoctrination of young aboriginal minds
into the ways and worldview of white European settlers. They sought to co-opt Canada for its wealth of natural resources and its
profound beauty. Yet, modern education serves all Canadians.