Crossing the cultural gap: The incorporation of Indigenous pedagogies and content into the urban classroom by non- Indigenous educators

Within the past decade there has been a national effort to educate Canadians on Indigenous history and their presence in the 21st century. Supplemental curricula have been published in many provinces to provide strategies and suggested content to both Indigenous and non-Indigenous educators. In Ontario, however, the enactment of the curricula in the urban classroom remains a challenge for many. This study explored non-Indigenous educators’ best practices and experiences of incorporating Indigenous content and pedagogies into their urban classrooms. The study consisted of semi-structured qualitative interviews with three non- Indigenous elementary teachers in the Toronto region. Findings suggested that these non- Indigenous educators’ comfort with and awareness of local Indigenous communities resulted in a higher incorporation of Indigenous content and pedagogies in their classrooms. This study also suggested educator self-identification as a non-Indigenous person as a successful best practice for creating a cultural bridge between Indigenous and non-Indigenous communities. Further, the influence of Indigenous community connections on non-Indigenous teachers’ practice was vital for the participants’ authenticated success and a contemporary framing of Indigenous content. This study was conducted with the intent of providing non-Indigenous educators with the tools and confidence necessary to cross the cultural gap between Indigenous and settler communities