The Canadian education system was used as a tool to assimilate white non-Anglo Saxons and people of colour into British culture. Although Canada is no longer a colony, the education system rooted in colonial education and still is heavily influenced by its colonial history. In Lisa Kortewag and Tesa Fiddler’s article, “Unearning Colonial Identities While Engaging in Realtionalty: Settler Teachers’ Education-As-Reconciliation,” they argue that to decolonized curriculum non-Indigenous teachers, specifically, white teachers must first unlearn their colonial identity. It is not enough for white settler teachers to unlearn their colonial teachers but there also must be cooperation with Indigenous and non-Indigenous educators to create a non-colonial curriculum.
How as teachers in training will we try to decolonizing curriculum in our teaching? First, we must understand how to unlearn our colonial identities and once we know we need to take this knowledge and act on it. I will use these two articles below to support the idea that unlearning out colonial is connected to decolonize the curriculum.
“The Limits of Settlers’ Territorial Acknowledgements” by Lila Asher, Joe Curnow, and Davis Emil. In this article, the authors argue that land acknowledgements do remind the general population of the Indenigouns peoples’ title to the land, but it does not educate general people of the Indigenous peoples’ spiritual way of life with respect for the Earth.
” ‘It’s doesn’t speak to me’: understanding student of color resistance to critical race pedagogy” by Sonya M. Aleman and Sarita Gaytan. In their article, they argue that students of colour participate in marginalizing minorities, their own and others, and upholding the dominant white narrative by denying the significance of race.