First Nations, Métis and Inuit presence in the Newfoundland and Labrador curriculum

Abstract

This article responds to the Truth and Reconciliation Commission Canada’s 2015 call for the education of Canadians about ‘residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada.’ It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with First Nations, Métis and Inuit peoples (FNMI) educators, educational administrators and knowledge holders. Although there is evidence of reform, as a whole the curriculum suffers from silences and lack of context, problematic placement and associations, the intrusion of settler perspectives, contradiction over judgement about issues related to FNMI peoples and inconsistency that undermine efforts at reform. This article provides guidance to curriculum designers, textbook writers, teachers and administrators participating in the decolonization of education in Canada.

Keywords:

• Curricula
• textbooks
• Newfoundland and Labrador
• Truth and Reconciliation Commission of Canada
• First Nations
• Métis and Inuit
• education
• decolonization

Acknowledgments

With thanks to the St. John’s Friendship Centre, Newfoundland Aboriginal Women’s Network, the Labrador Institute, Qalipu Mi’kmaq First Nations Band, Miawpukek First Nation, the Nunatsiavut Government, the NunatuKavut Government, Kanani Davis and Clarence Davis of Sheshatshiu and staff, students and faculty at Memorial University.

Notes

1. First Nations, Métis and Inuit are the Indigenous peoples of the territory now known as Canada.

2. According to Canada’s Constitution Act of 1867, education is the responsibility of the provinces. There is no integrated national system of education.

3. Aboriginal Resource offices exist at nearly every post-secondary institution in Canada to provide Indigenous students with a sense of belonging, foster respectful relations between Indigenous communities and the post-secondary institution, and enhance awareness of and sensitivity to FNMI cultures and topics through course content, programme requirements and events on and off campus.

4. Students are required to take two Canadian Studies courses (from Geography: 1202; History: 1201; Law: 2104–2204; Economy: 2203; Newfoundland and Labrador Studies: 2205 and Mi’kmaq studies: 2220) and two world studies courses (World Geography: 3200–3202 and World History: 3201) to graduate from high school.

5. N.L.D.E is Newfoundland and Labrador Department of Education.

6. The creation of the Inuit-governed territory of Nunavut (‘our land’ in Inuktitut) was the outcome of a 1999 land claim agreement between Inuit and the Canadian government.

7. Relocation of Inuit in Canada has resulted in the devastation of individuals and entire communities with consequences that have lasted generations. It has been the subject of national and provincial apologies.

8. Reference to the Punch cartoon the curate’s egg: ‘parts of it are excellent’ (Du Maurier 1895).