First Nations education: A rationale for centralizing art, nature and democracy in the public school curriculum

This thesis begins with and draws inspiration from my own interactions with the natural world, particularly through walking. As I walked, my surroundings began to appear purposeful and alive, human like me. Poetry, drawings and paintings, as well as photography and story all became ways for me to be close to things. This work was healing as a feeling of belonging became stronger for me as a result. This sense of inclusion for First Nations people in Canada is desperately lacking today. Without a context of personal empowerment we cannot develop fully as painful feelings of disconnection atrophy our natural curiosity and innate intelligence. An education based on the principles of artistic engagement with nature and self-governance has the capacity to be both healing and empowering for First Nations children. I feel such a vision offers hope to any person not currently served by public schools today