Indigenous Worldviews: Teachers’ Experience with Native Studies in Ontario

Abstract

This research is an analysis of Ontario teachers’ experiences with Grade 11 NDA3M Current Aboriginal Context in Canada curriculum. By deconstructing and critically analyzing the curricular and pedagogical implications, my thesis is a targeted response to number 63 of the Truth and Reconciliation Calls to Action. As outlined by Clandinin and Connelly (2000), this research is centred in narrative research techniques. Additionally, I draw on Miller’s (1996) 3L’s: Look, Listen, and Learn approach, paired with Dion and Dion’s (2004) storytelling as a means of telling and (re)telling the story. I used one-on-one interviews with teachers and one sharing circle with teachers and elders to synthesize data from documents to capture the essence of the lived experiences. Participants revealed their experiences of what Aoki claims is curriculum-as-planned and curriculum-as-lived in this course. The results of this research were revealed responses to components of number 63 of the Calls to Action; NDA3M requires a review of curriculum expectations to align with teachers’ classroom experiences; participants discussed how their respective schools are using every opportunity to students’ capacity and awareness of Indigenous Worldviews; and professional development to support Indigenous education is in high demand.