Decolonization of the education system is pertinent for our future generations’ success, both First Nations’ and non. Take, for example, a lesson that many students have done, which is making Totem poles out of toilet paper roles. To many, this seems like a fun and interactive way for children to learn more about First Nations’ culture. However, in reality, this lesson is perpetuating stereotypes and marginalizing First Nations’ culture to the extent of diminishing it to toilet paper rolls.
We were shown this lesson in one of our Aboriginal Education classes. It explained how students can replicate “Indian” totem poles by drawing symbols relating to nature and people on them. First and foremost, the vocabulary used throughout the lesson was appalling. The term “Indian” was used as a classifying term for the First Nations’ People; a term that is vastly outdated and politically incorrect. The inaccuracy of the term “Indian” perpetuates colonial knowledge by denying the First Nations’ People the respect they deserve to be addressed in the correct manner. As well, the portion of this lesson where students are able to “make their own symbols” to decorate their totem poles is very disrespectful. In First Nations’ culture, the symbols found on totem poles each possessed a very special meaning in their culture, and the misuse of these symbols can be interpreted as a sign of disrespect. In an effort to strengthen the process of decolonization, symbols should not be “created” for the use of decoration, but rather properly studied and understood. As a Canadian woman who is pursuing a career in the academic world, I believe the classroom dynamic must change in order to put a stop to the detrimental effects the colonialist education system is having on First Nations’ knowledge.