Decolonizing Knowledge about Indigenous Education: Perspectives from Elementary French Immersion Teachers

Rooted in the implementation of residential schools, Indigenous education has had various meanings and integration strategies over time and still remains a political, cultural, and controversial topic. While the Ministry of Education of Ontario has made Indigenous education a priority, the literature shows little research within the context of French Immersion programs. This qualitative research examines the perspectives of three French Immersion teachers on Indigenous education, and on the factors and strategies influencing the way they integrate Indigenous perspectives in their practice. Following an anti-oppressive framework, this research challenges the concept of Indigenous education and offers a critical approach for educators to integrate Indigenous perspectives in current and relevant ways. One of the main findings echoed the concept of decolonizing the classroom and revealed the need for teachers to move beyond Eurocentric stereotypes about Indigenous people and engage in more authentic discussions. For the integration of Indigenous perspectives and knowledge into French Immersion classrooms, participants’ recommendations include the incorporation of traditional Indigenous worldviews as an effective and relevant source of knowledge. Finally, by reflecting on their own positionality on Indigenous education, the participants expressed a need for teachers to critically engage their students in understanding the intricate relationships between Indigenous peoples and Canada