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Some of my grade 2 students learning how to build a "Lean To" shelter. 

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Authentic inclusion of FNMI content means going beyond surface-level activities and embedding Indigenous perspectives throughout the curriculum. This involves teaching in ways that honour Indigenous knowledge systems, such as emphasizing oral storytelling, land-based learning, and holistic approaches that recognize the interconnectedness of all things. It also requires educators to foster respectful relationships with Indigenous communities and to follow cultural protocols when including traditional knowledge in classroom practice.

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Sitting outside the "story telling" tepee, excited for today's teachings! 

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My research question resonates deeply with my personal experience living and teaching for two years in a remote Cree First Nations community in Northern Alberta, a fly-in reserve separated by the Peace River. During that time, I was welcomed into cultural ceremonies and practices and formed close relationships with community members, particularly the TA in my classroom who generously taught me traditional skills like beading, sewing, cooking, and ice fishing. I listened to Elders who were residential school survivors speak openly about their experiences and the trauma they endured, the fear of losing their culture, and their unwavering commitment to keeping their language and traditions alive. I witnessed the challenges of isolation and generational trauma, but also the strength, pride, and deep cultural grounding that wove the community together.

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My first time ice fishing (-40 degrees)! 

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These lived experiences have given me a lasting understanding of why the inclusion of FNMI content in the classroom must be ongoing, respectful, and relationship-driven. The research echoes this need. It is not enough to sprinkle Indigenous topics into a unit or recognize them only on specific days. The literature calls for the dismantling of “fort” mentalities (those rigid, colonial structures that separate Indigenous and non-Indigenous knowledge) and for a shift toward “Indigenous Métissage,” where stories, worldviews, and experiences are braided together in meaningful, ethical ways. It reinforces what I learned firsthand: authentic inclusion happens when Indigenous knowledge is treated as vital, living, and connected to the land, language, and people it comes from. In practice, this means building long-term relationships with Indigenous communities, embedding their perspectives across subject areas, and approaching teaching as an act of reconciliation. It's about humility, co-learning, and helping students see that FNMI content is not a chapter in a textbook, but a way of knowing and being that belongs in every classroom, every day.

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Waiting for the barge to bring our vehicle across the Peace River. 

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Spending time with these resources, and thinking back on my own experience, really reminded me that including FNMI content in the classroom isn’t just about checking a box or meeting a curriculum expectation. It’s about building real relationships, being open to learning (and unlearning), and making space for Indigenous voices every day, not just on special occasions (like National Day for Truth & Reconciliation). I’ve come to realize that I don’t need to have all the answers to do this work well, what matters is that I stay curious, reflective, and willing to keep growing. My time in the Cree community taught me so much, but it also showed me how much more there is to learn. I often think about the Elders I spoke with, the stories they shared, and how important it is to honour those experiences in how I teach. Going forward, I want my classroom to be a place where FNMI perspectives are woven into everything we do, where students see that these histories, cultures, and ways of knowing are alive, meaningful, and connected to who we are today. It's not about teaching about Indigenous Peoples, it’s about teaching with and alongside them, with honesty, respect, and care.

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First Nations Education Steering Committee (FNESC) – Authentic First Peoples Resources and Teacher Guides
https://www.fnesc.ca/learningfirstpeoples/

Donald, D. (2009). Forts, Curriculum, and Indigenous Métissage: Imagining Decolonization of Aboriginal-Canadian Relations in Educational Contexts. Curriculum Inquiry, 39(1), 5–27.

Ontario Ministry of Education (2007). Ontario First Nation, Métis, and Inuit Education Policy Framework

The Gord Downie & Chanie Wenjack Fund (https://downiewenjack.ca/)

-has great material for educators under the “resources” tab

Videos: Highly Recommend!
Talks by Niigaan Sinclair or Dr. Pamela Rose Toulouse on YouTube