One Classroom, Two Teachers? Historical Thinking and Indigenous Education in Canada

Abstract

Recent reforms to social studies and history education in Canada raise many questions about the relationship between Indigenous approaches to history, and the emphasis in new curricula on historical thinking. What are the implications of the relationship between these two reform movements for educators? This article illuminates literature on Indigenous histories and historical thinking—their intersections and divergences—in order to identify questions, conflicts and limitations produced in the encounter between these two fields. The article concludes with preliminary suggestions as to how educators may proceed to adapt their programs with the goals of historical thinking in mind, while remaining respectful of Indigenous imperatives for school learning.