Aboriginal Worldviews and Perspectives in the Classroom

Broad Societal Indicators of Success
We’ll know we are being successful when
••
Canadians generally, and educators in particular, understand
and discuss the significance and ongoing impact of the
residential school experience on Aboriginal people and
society as a whole
••
we see increased numbers of non-Indigenous people taking
direct personal responsibility for their own decolonization
and reconciliation
••
non-Aboriginal Canadians have more realistic, informed,
and positive perceptions of Aboriginal communities and
individuals (recognizing that such changes in public
attitudes are hard to measure and require longitudinal study)
••
we see more Aboriginal individuals in leadership and role
model positions in the community, government, politics, etc.
••
we see Aboriginal young people succeeding in K-12, postsecondary
and the job world at the same rate as the rest of
society
••
we see signage in [the local Aboriginal language] in
communities
••
Aboriginal people experience improved health
••
we see significant changes in rates of employment,
incarceration, and dependency, among Aboriginal people
••
Aboriginal arts and music are highly obvious in mainstream
media
••
there is less evidence of societal racism
••
today’s contentious issues (such as land-related issues) are
not seen as contentious but as resolvable
••
when any Indigenous person who has an education doesn’t
feel obligated to fight for the rights of Indigenous people
Indicators Pertaining to the School System
We’ll know we are being successful when
••
differing education partners within the district (e.g., educators,
community leaders, police school liaison personnel, students)
regularly come together to find out what is happening and
what could be provided with respect to youth programming
Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward
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