First Nations House exterior. IRIS ROBIN/THE VARSITY

The curriculum of British Columbia’s grade 11 social studies classes involves learning about Canada’s past relations with Indigenous peoples. A large segment of this topic is dedicated to the discussion of residential schools and their impacts on Indigenous people in Canada.

I grew up in BC and I very much recall this section of the course: my teacher told my class that residential schools had all closed by the seventies. Knowing this to be false — as the last school closed in 1997 — I corrected him. Instead of acknowledging his mistake, he qualified his statement by saying, “All of the bad ones closed well before then.”

This statement implies there was such thing as a ‘good’ residential school, which is clearly not the case. All residential schools removed children from their families, communities, culture, and languages. Indigenous people who did not attend residential schools are experiencing the lasting intergenerational impacts of this system, including poverty, alcoholism, family breakdown, and systemic violence.

This statement also illustrates the lack of knowledge that many high school teachers have about Indigenous issues; these misrepresentations of the truth only serve to perpetuate stereotypes about Indigenous peoples.

A mere 13 per cent of elementary schools and 38 per cent of secondary schools consult with Indigenous communities — Indigenous peoples have little influence on the information being taught about their cultures. 

According to the 2016 People for Education Annual Report on Ontario’s Publicly Funded Schools, only 31 per cent of elementary schools and 53 per cent of secondary schools provide professional development opportunities for staff in the area of Indigenous cultural issues — just under half of secondary school teachers are not provided with up to date information to adequately instruct their students on these topics.

Additionally, only 29 per cent of elementary schools and 49 per cent of secondary schools bring in Indigenous guest speakers. A mere 13 per cent of elementary schools and 38 per cent of secondary schools consult with Indigenous communities — Indigenous peoples have little influence on the information taught about their cultures.

Given the lack of meaningful Indigenous education at the high school level, education on Indigenous issues should be incorporated into every student’s university education. Several Canadian universities have already implemented an Indigenous content requirement in order to make up for these gaps and to introduce international students to the problems faced by Indigenous peoples in Canada. It is now time for the University of Toronto to do the same.

In January 2016, the university announced it would convene a committee to review the recommendations made by the federal Truth and Reconciliation Commission, and that they would implement any recommendations found relevant to the university. Through this commitment, U of T demonstrates an interest in reconciling with Indigenous peoples. In following through with this interest, the university should feel an obligation to ensure that all of its students understand the realities of colonization, residential schools, and the impacts that have followed for Indigenous peoples.

Although not expressly laid out as a recommendation by the Truth and Reconciliation Commission, implementing a mandatory Indigenous content requirement would ensure that all U of T undergraduates have such an understanding upon completion of their degree. Then, students would be able to bring this understanding forward to enlighten other members of the population on these issues.

Some of those opposed to such a requirement suggest that this information should be taught in high school. The reality is that the majority of high school teachers do not have the knowledge to accurately teach about Indigenous issues, if they teach about Indigenous issues at all.

Many people in opposition to a mandatory Indigenous content requirement have a problem with any mandatory courses at all, arguing that university is a paid educational experience and students should be able to take what interests them. Rather than requiring specific courses like many other institutions though, U of T breadth requirements ensure that students are well rounded while still able to maintain their freedom of choice with respect to course selection.

U of T can simply implement this requirement in a similar way to the University of Winnipeg, which incorporated a multitude of Indigenous studies courses from which students can choose. Indigenous content could be fused with program objectives, which would allow students to learn how these issues impact all fields and ensure all students graduate with knowledge of such issues. Indigenous students could be included in designing and facilitating courses, ensuring accuracy and giving them influence on what is taught.

By implementing an Indigenous content requirement, U of T has the potential to effectively address the marginalization faced by Indigenous peoples in Canada.

At U of T, this requirement could easily be incorporated into the current breadth requirement system, by designating any courses providing sufficient information on Indigenous issues as a breadth category and including completion of a credit in this category as a graduation requirement. The university can also avoid increasing the number of breadth courses students must take by granting credit for the Indigenous requirement in addition to any breadth categories the course currently fulfills.

By implementing an Indigenous content requirement, U of T has the potential to effectively address the marginalization faced by Indigenous peoples in Canada. Prioritizing Indigenous content will empower students to understand their position in Indigenous matters and acknowledge any related privileges they may hold. It will also give Indigenous students the opportunity to see their culture embraced by the university, creating a more inclusive, engaging environment. This is an important step that the university should take, if it truly wants to commit to reconciliation.

Madeleine Freedman is a third-year Innis College student studying Canadian Studies.

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