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Cannon's (2012) article challenges the marginalization of Indigenous knowledge and perspectives, highlighting the pressing need for decolonizing education. The article eloquently argues that integrating Indigenous, diasporic, and settler colonial relations into teacher education is not only necessary but transformative.

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Physical Education is a simple and easy way to tie in Indigenous outdoor education in a fun and unique way!  (Lorusso, Watson, Brewer, Hubley, Lenders, & Pickett, 2019)

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Physical Education is a simple and easy way to tie in Indigenous outdoor education in a fun and unique way!  (Lorusso, Watson, Brewer, Hubley, Lenders, & Pickett, 2019)

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While tug-of-war and Pole Push both involve physical benefits and teamwork, the latter is intertwined with cultural storytelling and traditional practices of Dene people. The game serves not only as a physical play but as a living narrative, connecting players and viewers to Dene peoples' history and fostering a sense of identity and continuity within the community.

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Lorusso et al.'s (2019) article provides a compelling narrative on the efforts to integrate Indigenous perspectives into physical education. It is evident that the incorporation of Indigenous content into physical education requires more than just curriculum changes; it demands a shift in mindset and a commitment to continuous learning and reconciliation.

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Addressing colonial dominance asks us to understand the experiences of those who have endured it. Anti-oppressive pedagogies should involve everyone despite the time-consuming, complex, and challenging process. However, it is possible through productive dialogue and finding common ground. One effective approach to achieving common ground is by highlighting capitalism, which can help everyone comprehend the roots of racism (Cannon, 2012).

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Kaitlyn writes, "this hard work 'is at the heart of a critical multicultural approach'" means that engaging deeply and respectfully with Indigenous perspectives and educational practices requires significant effort and dedication. Critically examining one's own assumptions and biases, understanding the historical and cultural contexts of Indigenous communities, and actively incorporating Indigenous knowledge and methods into learning environments.

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One excellent example is the inclusion of traditional Indigenous games and sports in the physical education curriculum. Games like lacrosse, which has deep roots in Indigenous cultures, not only provide physical activity but also offer students insight into the historical and cultural significance of these activities.

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Change must begin by challenging and educating others to navigate interpersonal and institutional norms and the tendency to overlook settler privileges. Transformation occurs when we engage in self-reflective interrogations of ourselves and others (Cannon, 2012).

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Both articles called for teachers to reflect. "In combating settler colonialism, we must challenge what we think we know about Indigenous peoples. Change takes place when we seek these kinds of self-(and Other-) interrogations." (Cannon,2012) and the growth that needs to occur in our journey as teachers regarding Indigenous reconciliation (Lorusso et al., 2019).

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Addressing colonial dominance; several key points stand out:

1. Historical Acknowledgment

2. Cultural Revitalization

3. Educational Reform

4. Policy and Legal Changes

5. Equity and Inclusion

6. Dialogue and Reconciliation

7. Economic Empowerment

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Working as a team rather than individually is advantageous. Indigenization is essential to transferring the power of teaching Indigenous content back to Indigenous communities. While liberal multiculturalism tends to be superficial and Canadian teachers often feel apprehensive, critical multiculturalism, though requiring hard work, leads to improved understanding, preparation, and confidence.