Confronting a Settler’s Position in the Story of Colonization: A Case Study of the Indigenous/Ally Partnership of ICH and Implication for Educators

Abstract

This thesis explores the concept that Canada’s history is most often told through the lens of a colonial mindset. Canadian curricula often don’t accurately represent a full historical account as Indigenous perspectives of colonial development are often omitted or only include those that contribute to a colonial agenda. The stories we hear impact the ways we see the world and therefore it is necessary to ensure inclusion of perspectives that challenge the dominant narratives, which perpetuate colonial harm. As a public school teacher, eager to engage in education for reconciliation, I have noticed many colleagues express a hesitation to engage in topics such as treaty education, decolonial education, and Indigenizing a classroom. It has become clear to me that it is necessary for settler teachers to confront their positions in the story of colonization so they can move past that hesitancy. My research was intended to explore the question, how can non-Indigenous educators confront their positions in the story of Canada’s colonial history and participate in education for reconciliation? I interviewed members of the Interchurch Council for Hydropower, an advocacy group consisting mostly of non-Indigenous activists advocating for northern communities in Manitoba impacted by hydro development. The non- Indigenous participants shared their experiences of shifting from a settler mindset to one that was able to confront their positions in the story of colonization. Data was collected from group and individual interviews revealing the following themes for how a settler can transform their mindset: (1) each participant developed a close relationship with an Indigenous person or people impacted by colonial development, (2) each participant was significantly impacted by listening to a personal story of an Indigenous person impacted by colonial development, (3) each participant’s colonial connection to land was affected by early influences in their childhood, (4) each participant experienced post-secondary educational learning opportunities that challenged previously held beliefs about dominant narratives of Canadian History, (5) some participants personally saw the impacts of colonization and destruction of land, (6) each participant experienced a strong emotional response that lingered through and compounded with each of the previously listed experiences. The significance of these findings is that it became clear what experiences other non-Indigenous teachers could have that would help them transform a settler mindset and become better prepared to engage in education for reconciliation. From the data collected, I created a guideline that other non-Indigenous teachers could follow to help them move through the process of confronting their positions in the story of colonization.