ABORIGINAL PERSPECTIVES AND THE SOCIAL STUDIES CURRICULUM

Abstract

We are still not having [Aboriginal] people succeed in the mainstream education system ... the numbers have not changed, so something is not right (Participant, Antone & Cordoba, 2005, p. 5). Aboriginal peoples are an important part of Canada. With approximately 72 languages and 614 First Nations reserve communities, there is a richness of knowledge, tradition and customs, and depth in epistemological (ways of knowing) and ontological (ways of being) understanding that can add to the wealth of this country. However, with so much potential for reciprocal learning, why is “something not right” in education for so many Aboriginal students? This literature review will explore the following question: “To what extent do teacher attitudes, norms, values, basic assumptions, and behaviour influence authentic inclusion, infusion, and embedding of Aboriginal perspectives in the Alberta Social Studies Program?” While the knowledge and skills preparation of a teacher directly influences the quality of teaching and impacts student learning, the authors go beyond knowledge and skill development to explore how teacher attitudes and perspectives influence learning and the teaching of Aboriginal perspectives. Furthermore, effective teacher practice and strategies (e.g. culturally responsive teaching) are described.