Standard 9 emphasizes the importance of respecting and valuing the histories, cultures, and ways of knowing of First Nations, Inuit, and Métis peoples. It’s about understanding the impact of the past on the present and working towards truth, reconciliation, and healing.
This standard starts with learning and listening. Educators must take the time to understand the deep and diverse histories of Indigenous peoples in Canada, from their rich cultural traditions to the realities of colonization and its ongoing effects. Acknowledging the truth about residential schools, systemic inequities, and intergenerational trauma is essential for creating meaningful change.
In the classroom, this means integrating Indigenous perspectives into teaching in respectful and authentic ways. It’s about more than adding a lesson here and there—it’s about weaving these perspectives throughout the curriculum, showing how Indigenous knowledge enriches our understanding of the world. Whether it’s learning about land stewardship, storytelling, or traditional practices, students benefit from a more complete and balanced education.
Educators also play a role in fostering understanding and empathy. By creating spaces where students can explore and discuss these topics, teachers help build awareness and compassion for the experiences of First Nations, Inuit, and Métis communities. This contributes to healing and reconciliation by encouraging future generations to approach these issues with respect and a commitment to equity.
During my first practicum, after collaborating with my coaching teacher, my class discussed how Indigenous perspectives were not included in older textbooks and resources we use today. We discussed the importance of representation of Indigenous peoples in history, as they have a vast and beautiful history, and why we should include these narratives. Students were eager, engaged, and most importantly, incredibly respectful about this topic. I was initially nervous to have these conversations with students, I didn’t know how successful it would be, but after seeing how well the lesson went, I knew that when it came to teaching more Indigenous content, students would be receptive and respectful.
