By Gabrielle Lindstrom, Werklund School of Education
Being both a Blackfoot woman who grew up in a reserve community as well as a post-secondary educator, I live Indigenous perspectives and teach them from a place of experience. As one of the research assistants working on the consultation component of the university’s Indigenous Strategy, I realized that incorporating Indigenous perspectives into post-secondary curriculum is an important priority for many people — a process commonly referred to as Indigenizing the curriculum.
Rethinking the process
In my experience, instructing pre-service teachers on how to incorporate Indigenous perspectives into K-12 curriculum, I also realized that many non-Indigenous people understand this endeavour as a systematic process that involves meeting certain outcomes that are exclusive to an Indigenous pedagogy. This approach to learning about Indigenous perspectives emphasizes differences between Indigenous and non-Indigenous cultures that can lead to immediate disconnect and challenge.