 Photo by Vanessa Bucceri on Unsplash
Decolonization can be described as the process of “restoring Indigenous world views…culture and traditional ways… [and] replacing Western interpretations of history with Indigenous perspectives of history.”(“Indigenous Corporate Training Inc,” n.d.) As an educator, I believe it is necessary to start integrating decolonization practices into curriculum, thus educating students on the violence, dehumanization, cultural degradation, and loss of land that exist with colonialism in the development of Canada as we now it. Two articles that resonated with me, regarding the implementation of decolonization processes into teaching practices are Meschachakanis, A Coyote Narrative: Decolonizing Higher Education, by Shauneen Pete, and How to Decolonize a Classroom, by Celeste C. Hayes.  Both authors call upon educators to start recognizing the importance of implementing changes that lead to the decolonization of curriculum and course activities.  The “decolonizing [of] curriculum and course design has the potential to shift how all learners understand the notion of land, nationhood, rights and treaties.” (Pete, 2018) Taking such actions are footsteps that lead down the path towards reconciliation.
Shauneen Pete’s research uses the methodology of story inquiry to outline “ways of undertaking decolonizing practices in higher education.” (Pete, 2018)  I found her use of the narrative structure, enhanced the significance of the content, as storytelling itself is a tradition, paramount, to First Nations culture. Through the lens of the 4R’s, Pete is the researcher and the researched, as she explains her experiences working within, “colonial institutions of higher education.” (Pete, 2018) The readers are individuals (such as me), reading the article, and who become engaged in the story as it evolves. Pete’s article explains hurdles and frustrations she endures while working and teaching, within the construct of white, privileged, dominant structures. She also describes her expected assistance with: providing extra information on Indigenous studies; teaching about decolonization; and setting up connections between faculty and community elders. Pete informs the reader she is tired of these responsibilities being solely hers on a regular basis; she advocates that colleagues and other educators take on the responsibility of educating themselves. (Pete, 2018) Educators are encouraged to “engage in thorough examinations of colonialism and decolonization in their teaching practice” (Pete, 2018) and “expose the violence of colonialism,” (Pete, 2018) Lastly, Pete puts forth her belief that supports a change in decolonizing curriculum, as it could have “potential to shift how all learners understand the notion of land, nationhood, rights and treaties.” (Pete, 2018)
Celeste C. Hayes’ article further supports the necessity of examining and implementing decolonization in teaching practices and curriculum.  I was intrigued to learn about steps one can take to assist in decolonizing their classrooms. Hayes’ research follows a reflective path with her own experiences in dealing with oppressive colonial structures; she incorporates qualitative research that enables her to develop a “model and theory to decolonize or unlearn the prevalence of white…culture in…educational spaces.” (Hayes, 2016) Regarding the 4R’s, Hayes is the researcher as she raises the issue of, if one never experiences racism or oppression themselves it is easy to look past and do nothing. This disregard for the minority will continue to “reinforce a monolithic standard established by colonization.” (Hayes, 2016) Hayes’ research identifies the necessities to provide changes in curriculum, teaching practices and classroom architecture, to enable opportunities for deeper learning and understanding regarding individuals (the researched) who have been, traditionally, oppressed by the colonial system. This article makes it clear to readers, including myself, that educators have a role to play in explaining and examining the European colonization methods that were imposed on other cultures, and their detrimental impacts. Like Pete’s article, Hayes recognizes that it will take time to unlearn the “prevalence of white… [colonial inspired]… culture that is in our educational spaces.” (Hayes, 2016)
As a teacher and life long learner, I believe it is essential to implement decolonization practices into education, in both teaching methods and curriculum. Teaching students only about the colonization of our country, from the “settler” (Pete, 2018) perspective is ethnocentric. Learners must develop the knowledge and understanding from more than the colonial power’s perspective. If I were to teach my Social Studies courses, without recognizing the devastating effects of colonialism on Canada’s First Nations’ experiences, it would be a blatant disregard toward First Nations’ culture. I feel it is essential students develop an understanding, from First Nations’ perspectives, on the dehumanizing effects of the colonial system, including, but not limited to: the Indian Act, White Paper, Residential Schools, 60’s Scoop, voting rights, forced farming and the banning of the Potlatch. I feel it morally wrong to ignore the detrimental effects that colonial institutions placed on Canada’s First Nations. I support Pete’s and Hayes’ views that advocate for the decolonization of curriculum. Education is a powerful tool that can bring awareness to students; and it can facilitate in one’s learning and understanding around the importance of decolonization.
I am fortunate to work in a school, district, and community that works on building relationships of cultures coming together. There are many people willing to assist or mentor in making changes regarding the decolonization process in the classroom. Activities that I have learned about from both colleagues and outside resources, include: journaling and/or reflective writing; bringing in guest speakers/elders; round table questions and discussions; inquiry research and reporting on historical wrongs; reading novels by First Nations authors; and researching examples of colonization involving other Indigenous world cultures. Learning ways to re-teach or unlearn colonization and incorporate decolonization activities into teaching practices does take time. However, it is essential. I have found students’ questions regarding “why” particular events occurred or were allowed to happen against First Nations, not only thought provoking, but a growing experience for all of us in the class. Part of the process involving decolonization involves “…hearing the painful stories of the colonized and the exploited, respectfully and with an open heart.” (Villanueva, n.d.) I advocate that acknowledgement of teaching about Canada’s colonial injustices, towards First Nations, must take place to support the process of reconciliation.