This presentation covers phases of colonization, definitions of decolonization and indigenization, and steps to take in classrooms. Decolonization is a long-term process of dismantling colonial structures and restoring Indigenous cultures, knowledge, and worldviews. Indigenization incorporates Indigenous ways of knowing into education. In New Zealand, Māori-focused schools have helped revitalize language and culture but gaps remain; Ontario schools often lack Indigenous content due to discomfort. Culturally-responsive teaching empowers students through respecting diversity.

2. This presentation will cover:
◎ Phases of Colonization
◎ What is Decolonization?
◎ Why Should we Decolonize?
◎ Indigenization of the Curriculum
◎ Decolonization in New Zealand (Aotearoa)
◎ Ontario Schools
◎ Steps to Take in the Classroom NOW
(Culturally Responsive Teaching/Learning)

3. What does “colonization” mean?
The process of settling among and establishing
and maintaining control over Indigenous peoples
of an area
Impacts: today, colonization has created
systemic racism that keeps Indigenous peoples in a
position of inferiority; the education system
continues to pass on this stereotypically and
discriminatory perspective

4. ◎ Denial and Withdrawal: colonial culture is viewed
as the only culture; settlers deny value and even
existence of Indigenous culture; Indigenous people
gradually withdraw from their own traditions
◎ Destruction/Eradication of all Physical Symbols
of Indigenous Culture: including sacred sites, art
and ceremonial objects
◎ Surface Accommodation/Tokenism: remnants
of Indigenous culture are tolerated as folklore and
given token regard

5. ◎ Denigration/Belittlement: colonial institutions
denigrate and belittle Indigenous systems and
any continuing practice of culture (characterized
as devil worship); practices may be criminalized
◎ Transformation/Exploitation: aspects of traditional
culture that remain are transformed into culture of
colonial society; including churches using Indigenous
priests and languages, economically exploiting
Indigenous art, and using traditional symbols and
designs to decorate clothing and buildings

6. Definition:
Long-term process
involving the
bureaucratic,
cultural, linguistic
and psychological
divesting of
colonial power

7. What does it look like?
◎ Restores Indigenous worldviews
◎ Restores culture and traditional ways
◎ Values and revitalizes Indigenous knowledge and
ways of knowing, doing and being
◎ Dismantles structures that perpetuate status quo
◎ Shifts cultural perceptions and power dynamics
◎ Advances interests of Indigenous peoples by
transforming what is important in settler societies

8. “For more than a century, Indigenous
students have been part of a forced
assimilation plan – their heritage and
knowledge rejected and suppressed,
and ignored by the education system”
Marie Battiste

9. Benefits
◎ Indigenous students see their culture in the
curriculum and feel included and important
◎ Non-Indigenous students understand and learn
to respect Indigenous cultures, and can learn
to question colonial practices and structures
◎ Educators can more easily reach all students
and empower them to move forward
◎ Challenges Western thought for everyone to
share their experiences and perspectives

10. What is Indigenization?
Process of naturalizing Indigenous knowledge
systems and making them evident to transform
spaces, places and hearts
In Education: bringing Indigenous
knowledge and approaches together
with Western knowledge systems

11. ◎ Recognizes validity of Indigenous worldviews,
knowledge and perspectives
◎ Incorporates Indigenous ways of knowing, being
and doing
◎ Weaves together Indigenous & Western knowledge
systems so students can appreciate/respect both
◎ Creates a new relationship between Indigenous
and non-Indigenous people as part of the
reconciliation process
◎ Must consult with and involve Indigenous
community to localize Indigeneity in schools

12. Status Today
Great gains to promote Māori
culture and language, but
significant gaps remain between
settler & Indigenous population
Kaupapa Māori: Māori way
of doing things – asserts
sovereignty and allows Māori
to feel recognized and
respected in schools

13. Principles to incorporate Māori-
defined frameworks, philosophies
and practices
◎ Allow for self-determination
◎ Foster cultural aspirations
◎ Follow culturally preferred pedagogy
◎ Promote socio-economic mediation
◎ Involve the extended family structure
◎ Weave together collective philosophies
◎ Honour the Treaty of Waitangi
◎ Grow respectful relationships

14. Kura Kaupapa – language immersion schools
◎ Recognize human essence of children with
physical, spiritual & emotional needs
◎ Provide learning opportunities that are focused
on the child and extended family
◎ Connect to local communities so children can
make sense of the world and their place in it
Has led to:
◎ Revitalizing of Māori culture, language and literacy
◎ Student-led demonstrations led to national
commemoration of New Zealand Wars (“White
Man’s Anger”) and inclusion of full Aotearoa history
& perspectives in national curriculum by 2022

16. Based on
Perry
Bellegarde’s
speech,
Nov. 16,
2015

17. Past and Current State
◎ Indigenous content and perspectives are not
viewed as important to mainstream views
◎ Is it necessary if there are no Indigenous
students?
◎ If teachers want to incorporate Indigenous
content, most feel uncomfortable or unprepared
– fear of misrepresenting or appropriating
cultures
◎ 47% of secondary and 29% of elementary
schools offer professional development training
◎ “Mandatory” doesn’t mean it is occurring

18. Present and Future State
◎ Move toward reconciliation – cannot hold
back from content based on discomfort
◎ Ideological shift is needed in the way society
understands and considers Indigenous peoples
◎ Aren’t just teaching Indigenous history, it is
Canadian history
◎ Professional development with Elders and
Indigenous community members to understand
and relate to the human experience
◎ Process of re-education and healing
◎ Need to keep moving forward

19. Culturally Responsive Pedagogy
Teaching practices that recognizes how all students
learn differently, and that these differences may be
connected to background, language, family
structure, and social/cultural identity
Involves: mindful
acknowledgement, respect
and understanding of
difference and its complexities
Result: empowers
students spiritually,
emotionally,
physically and
mentally

20. Indigenous Pedagogies
◎ Stories as teaching methods
◎ Regular sharing/talking circles
◎ Support for different learning styles
◎ Trips/guest speakers – connect with community
◎ Student decision-making and problem solving
Form Positive Learning Environments
◎ Safe and inclusive environment where students
speak from the heart and genuinely listen –
sense of belonging and community
◎ Opportunities for students to explore themselves
and their values

22. References
(2019). “New Zealand History will be Compulsory in all Schools by 2022.” Radio New Zealand.
rnz.co.nz/news/national/398599/new-zealand-history-will-be-compulsory-in-all-schools-by-2022
Antoine, Asma-na-hi et al. “Indigenization, Decolonization and Reconciliation.” Pulling Together: A Guide for
Curriculum Developers. opentextbc.ca/indigenizationcurriculumdevelopers/chapter/indigenization-
decolonization-and-reconciliation/
Archibald, Linda. (2006). “Decolonization and Healing: Indigenous Experiences in the United States, New
Zealand, Australia and Greenland.” The Aboriginal Healing Foundation.cwis.org/document/decolonization-
and-healing-indigenous-experiences-in-the-united-states-new-zealand-australia-and-greenland/
Centre for Youth and Society. “Decolonization in an Educational Context.” University of Victoria.
uvic.ca/research/centres/youthsociety/assets/docs/briefs/decolonizing-education-research-brief.pdf
Cram, Fiona. (2016). “Lessons on Decolonizing Evaluation from Kaupapa Māori Evaluation.” Katoa Ltd.
evaluationcanada.ca/system/files/cjpe-entries/30-3-296.pdf
Government of Ontario. “Culturally Responsive Pedagogy.” Capacity Building Series.
edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ResponsivePedagogy.pdf
Indigenous Corporate Training Inc. “A Brief Definition of Decolonization and Indigenization.” Working Effectively
with Indigenous Peoples. http://ictinc.ca/blog/a-brief-definition-of-decolonization-and-indigenization
Landry, Andrea. “Decolonization and Indigenization is the New Reconciliation.” Indigenous Motherhood.
indigenousmotherhood.wordpress.com/2018/06/06/decolonization-and-indigenization-is-the-new-
reconciliation/
McGregor, Heather E. (2012). “Decolonizing Pedagogies Teacher Reference Booklet.” Aboriginal Focus School,
Vancouver School Board. blogs.ubc.ca/edst591/files/2012/03/
Spencer, Brittany. (2016). “Who’s to Blame for Lack of Indigenous History Lessons in Ontario Schools?” TVO.
tvo.org/article/whos-to-blame-for-lack-of-indigenous-history-lessons-in-ontarios-schools
Decolonizing_Pedagogies_Booklet.pdf
Walker, Ranginui. (2017). “Reclaiming Māori Education.” Decolonization in Aotearoa: Education, Research and
Practice. nzcer.org.nz/system/files/Chapter%201%20Ranginui%20Walker.pdf