Geographies of First Nations, Inuit, and Metis Peoples in a Contemporary Grade-nine Applied-level Ontario Geography Textbook

This study examines the representations of First Nations, Inuit, and Metis geographies within a contemporary grade-nine Canadian geography textbook. Although First Nations, Inuit, and Metis peoples have lived on the territory now known as Canada for thousands of years, in the past two hundred years, with the exception of some place names, colonialism has worked to largely remove evidence of their presence from the landscape and to exclude them from the dominant narratives of Canadian geography. In this study, I conduct a critical discourse analysis of a textbook currently approved by the Ontario Ministry of Education's Trillium List for the compulsory grade-nine applied-level Canadian geography course: Canadian Geography: A Sense of Place. First, I consider how the textbook creates knowledge of First Nations, Inuit, and Metis peoples and their geographies. Next, I examine how this creation compares to the textbook's representation of Canadians. Finally, I explore what an Aboriginal geography might look like and how Aboriginal perspectives could be incorporated into the text. The grade-nine Canadian geography course is the only mandatory geography course for students in the applied stream. If students do not continue with geography, the text they use in this course or used by the teacher to organize this course will be their last exposure to geography texts and formal discussions of Aboriginal geographies. This textbook is important because for many students, it will be the only time in their lives that they are systematically exposed to knowledge about First Nations, Inuit, and Metis peoples. While there are attempts at inclusion, old misrepresentations appear again in new forms within this textbook. A major task of this textbook is constructing the nation and presenting a nationalized geography