Métis Curricular Challenges and Possibilities: A Discussion Initiated by First Nations, Métis, and Inuit Education Policy in Ontario

Laura-Lee Kearns, Jonathan Anuik

Abstract


The Ontario Ministry of Education’s (2007) Ontario First Nation, Métis and Inuit Education Policy Framework asks school boards to “provide a curriculum that facilitates learning about contemporary and traditional First Nation, Métis, and Inuit cultures, histories, and perspectives among all students, and that also contributes to the education of school board staff … [and] teachers” (p. 7). The framework is a conduit to push First Nation, Métis, and Inuit initiatives beyond the exceptional program or course found in a few Ontario schools. However, in our recent Report on Métis education in Ontario’s K-12 schools (2012) for the Métis Nation of Ontario’s Education and Training Branch, we found only a small portion of school boards were engaged actively in bringing the above mandate to life. As to Métis, the challenge is largely a lack of awareness of Métis history and culture. Our findings show there is a need for more Métis curricular material to be developed to broaden the appreciation, awareness, and understanding of the historical and contemporary Métis. Here, we share curricular challenges and possibilities in heading the call from Métis for a nuanced portrayal of families and communities at school.

Keywords


Aboriginal Education, Metis Curriculum, Curriculum Studies, Aboriginal Education Policy

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