62 i. Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students:
I believe bringing Indigenous history and perspectives into the classroom is key to helping students develop empathy and understanding. Many children don’t learn about residential schools, Treaties, or Indigenous contributions at home, so it’s important to introduce these topics in a thoughtful, age-appropriate way.
One way I plan to do this is by using books like When We Were Alone by David A. Robertson. It gently introduces residential schools and invites young students to reflect on identity, culture, and belonging. I want to pair stories like this with hands-on activities, storytelling, and open conversations to help students connect on a personal level.
I also hope to bring in authentic voices by inviting Indigenous Elders, survivors, and artists into the classroom to share their knowledge through storytelling, workshops, and cultural experiences. Teaching Indigenous content isn’t just about the past—it’s about building respect, understanding, and meaningful relationships today.
62 iii. Utilize Indigenous knowledge and teaching methods in classrooms:
I will use Indigenous teaching methods by centering authentic voices and ensuring the materials I bring into the classroom are created by Indigenous authors, artists, and Knowledge Keepers. I will also focus on traditional Indigenous knowledge as a way to explore contemporary issues. For example, when teaching about sustainability, I will highlight how Indigenous communities have long practised respectful harvesting, taking only what was needed and giving back to the land.
I will make it a priority to teach about the local Indigenous communities whose land we are on, rather than using generalized or unrelated examples. This will help students understand the importance of place-based learning and build a deeper connection to the land, culture, and history around them. These teachings will support students in thinking critically about responsibility, respect, and their relationships with the world and people around them.
63 iii. Building student capacity for intercultural understanding, empathy, and mutual respect.
I will build student capacity for intercultural understanding, empathy, and mutual respect by teaching about all aspects of Indigenous culture. This will include acknowledging the harms caused by residential schools and colonisation, while also celebrating the richness, strength, and vibrancy of Indigenous cultures today.
I will make sure that Indigenous art, stories, languages, and traditions are meaningfully represented and discussed in the classroom. I will include local language revitalization in my daily practice by using words and greetings from the local Indigenous language, helping students see its value and keeping it present in everyday learning.
This will support students in building a stronger connection to the land and people whose territory we live and learn on, and will encourage respectful, curious engagement with different perspectives.