Placing Aboriginal Perspectives in Mainstream Curricula

Learning about Walking in Beauty: Placing Aboriginal Perspectives in Canadian Classrooms. Report prepared by the Coalition for the Advancement of Aboriginal Studies (CAAS) for the Canadian Race Relations Foundation (CRRF), 2002.

http://www.crr.ca/content/view/252/538/lang,english/

This report combines findings from a 2000-2001 survey of Aboriginal and non-Aboriginal young adults with pedagogical, social and historical analyses. It offers a pedagogical framework and proposals for Canadian formal school curricula that presents Aboriginal studies for all Canadian students. “Walking in Beauty” is a term that speaks of conducting oneself in harmony with all the living world, and is respectfully borrowed from the Navajo People.

Learning About Walking in Beauty demonstrates that non-Aboriginal Canadians also want mainstream curricula to present Aboriginal histories and cultures honestly and respectfully. And since 65% of students of Aboriginal heritage are educated in provincial or territorial schools, not on reserve, most Aboriginal students are instructed using provincial or territorial curricula. “The infusion of Aboriginal perspectives throughout mandated elementary and secondary curricula will build the self-esteem and academic success of Aboriginal youth.” This report also asserts that such curricula will not only “help address the multi-generational cultural repression arising from official policies…[but also that] Aboriginal perspectives integrated across the curriculum from the earliest grades to high school will begin to address the causes of racism” in Canadian society.