Molded Images: First Nations People, Representation and the Ontario School Curriculum

In the article: Molded Images: First Nations People, Representation and the Ontario School Curriculum, Fletcher describes the invisible racism towards Indigenous peoples which is perpetuated through our educational system. This oppression may be portrayed through curricular content, content which has been omitted, as well as through the hidden curriculum. Fletcher identifies the concept of the "Romantic Mythical Other" as a portrayal of Indigenous people. That is, Indigenous culture is often depicted through historic housing, attire, artifacts, and spiritual beliefs. The mythical other is a dehumanized and often savage representation which is disconnected from modern day Indigenous practices.

This can present a confusing paradox for young First Nations, Metis, or Inuit students who are moulding their independent identities, perhaps through attempting to connect with their heritage. Proper recognition may help to alleviate some confusion for aboriginal youth. We have had the opportunity to learn about Project of Heart as well as the Wabano Native Centre. Both have been amazing resources to help convey the importance of recognizing and teaching Indigenous perspectives. Through their Aboriginal School Liaison, Wabano offers assistance for students who require cultural advice, resources, and can also advocate between residences and schools for students and their families if necessary.

Through introducing aboriginal perspective into the curriculum we are also acknowledging the history of colonization and residential schools and the injustice and suffering of Indigenous peoples. This will offer some assistance to those affected by these tragedies through recognition and discourse as well as ensuring we do not repeat these awful parts of our history. Teaching Indigenous studies in the school system helps give a voice back to those it was taken from and allows for some healing through recognition.

A personal anecdote: I can clearly recall being taught about Columbus and his explorations and discovery of the new world in the fifth grade. Our class even made a short film, which in retrospect was terribly offensive. Columbus was celebrated and the First Nations peoples we learned about were highly stereotyped. It is appalling to think this was taught as fact. I learned the truth about Columbus some time after graduating from high school. For the sake of our our future generations we must rewrite curriculums to portray history in the truest form without glorifying European settlers and oppressing Indigenous peoples and while including Indigenous artwork, and literature.

What steps can we take to negate the idea of the "Romantic Mystical Other" in reference to First Nations people?

Works Cited:

Fletcher, S. D. (2000). Molded images: First Nations people, representation and the Ontario school curriculum. In Weaving connections: Educating for peace, social and environmental justice (pp. 342-364). Toronto: Canadian Scholars' Press.

Image. Project of Heart. Retrieved January 19, 2016 from http://projectofheart.ca/step-3-decorating-tiles-to-commemorate-children-who-died-in-residential-school/