Abstract
[Extract] Although the science education literature has given attention to the importance of recognizing Indigenous knowledge systems in school science, less attention has been given to the teaching practices that should accompany this knowledge system inclusion and the processes that might accelerate these changes to curricula, including teaching practice. More recent developments in Canada's three most northern territories, the Yukon Territory, Northwest Territories (NWT), and Nunavut, draw attention to how political changes have potential for accelerating practices in education, and science education, specifically, that are responsive to Indigenous people's cultural knowledge systems and practices. In contrast to other provincial jurisdictions in Canada, treaties were historically never negotiated in these northern territories.
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