Abstract
ABSTRACTFrom 2005–2010 the province of Alberta introduced a social studies program of study mandating that all K–12 teachers use the lens of First Nations, Metis, and Inuit perspectives to help students understand the past as well as key concepts and contemporary issues. This paper offers a systematic examination of a range of data sources, including government reports, surveys, and peer-reviewed journal articles, which have documented teachers’ responses to this curricular mandate. Our analysis revealed a typology of resistances towards this curricular directive that have remained constant over a nearly twenty-year period. Guided by insights from sociocultural theory and the work of Indigenous scholars (e.g.; Marker, 2011), we trace the origins and limitations of these resistances.
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