Incorporating Aboriginal content and perspectives in Saskatchewan curricula : experiences of selected teachers
Thomas, Dawne M.
The purpose of this study was to explore the experiences of selected Saskatchewan teachers regarding the incorporation of Aboriginal content and perspectives within current provincial curricula. This exploration was accomplished through administering a survey to selected teachers teaching in urban, rural and Band controlled school divisions and by conducting semi-structured interviews. Three themes emerged in the data analysis: (a) the incorporation of Aboriginal content and perspectives takes time; (b) the incorporation of Aboriginal content and perspectives is an important initiative; and (c) teachers require further supports for the implementation of the incorporation of Aboriginal content and perspectives. These three themes form the basis of five recommendations to school and provincial policy makers and teacher education programs. This study is important because all teachers in the province of Saskatchewan have been required to implement Aboriginal content and perspectives into their curricula since 2000. The population growth of Aboriginal people in Saskatchewan is continuing to rise. Because of this the provincial education system is experiencing an increase in Aboriginal students. Hence, this study will inform the development of future policies to ensure that all children in Saskatchewan come to know Aboriginal content and Aboriginal perspectives.