[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596936-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596936-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","incorporating-indigenous-content-into-k-12-curriculum-supports-for-teachers-in-provincial-and-territorial-policy-and-post-secondary-education-spaces","Incorporating Indigenous Content Into K-12 Curriculum - Supports for Teachers in Provincial and Territorial Policy and Post-Secondary Education Spaces","","In an era of learning truth and working towards reconciliation with Indigenous peoples, education institutions across Canada are decolonizing their education spaces. Grounded in the Truth and Reconciliation Commission Calls to Action, the study reviews recent grey and academic interventions addressing how to educate settler teacher candidates and integrate Indigenous content. Findings identify course, workshop, and policy-based supports emphasizing cultural safety, relationship building, and challenging settler biases, racism, and stereotypes. The research also outlines ongoing challenges and highlights the need for future work on long-term impacts on teaching and curriculum development.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/incorporating-indigenous-content-into-k-12-curriculum-supports-for-teachers-in-provincial-and-territorial-policy-and-post-secondary-education-spaces/596936/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/incorporating-indigenous-content-into-k-12-curriculum-supports-for-teachers-in-provincial-and-territorial-policy-and-post-secondary-education-spaces/596936.png","ImageObject",300,407,{"name":42,"@type":43},"Danger Angel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What drives the push to incorporate Indigenous content in K-12 and post-secondary curricula?","Question",{"text":63,"@type":64},"The study links this work to reconciliation efforts in Canada and the Truth and Reconciliation Commission Calls to Action, which emphasize educating settler teacher candidates and developing culturally appropriate curricula.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper explain cultural safety in education spaces?",{"text":68,"@type":64},"Cultural safety is presented as effective teaching by educators who reflect on their own cultural identity and recognize how their culture affects classroom practice. Unsafe practice is described as diminishing, demeaning, or disempowering cultural identity and well-being.",{"name":70,"@type":61,"acceptedAnswer":71},"What kinds of interventions does the study focus on to support teachers?",{"text":72,"@type":64},"The research highlights course-, professional workshop-, and policy-based interventions, often prioritizing cultural safety and addressing settler biases, racism, and harmful stereotypes, including relationship building and creating safe spaces for questions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596936,1792166216,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Incorporating Indigenous Content Into K-12 Curriculum: Supports for Teachers in Provincial and Territorial Policy and Post-Secondary Education Spaces  \nDenise Webb & Angela Mashford-Pringle University of Toronto  \nAbstract  \nIn an era of learning truth and working towards reconciliation with Indigenous peoples, education institutions across Canada are in the midst of decolonizing their education spaces. Fundamental to this process are the Truth and Reconciliation Commission Calls to Action to educate settler teacher candidates to develop culturally appropriate curricula and incorporate Indigenous content into their teaching practices. Little research has reviewed institutional responses to these recommendations. To fill this gap, this study compiles recent efforts to inform Ministries of Education and post-secondary education institutions of effective and culturally safe methods to incorporate Indigenous content in curricula, based on current interventions and the lived experiences of teachers navigating the decolonization process. Two rapid reviews of grey and academic literature are completed. The findings shed light onto course-, professional workshop-, and policy-based interventions to support teachers in teaching Indigenous content. Interventions often prioritize cultural safety to underline teaching practices and focus on addressing settler biases, racism, and harmful stereotypes. Many Bachelor of Education programs offer mandatory courses on how to infuse Indigenous worldviews into curriculum, and emphasize building relationships, challenging positionalities, and establishing safe spaces to ask questions. Many teachers benefit from cultural safety training and resources, however, some continue to face challenges in confronting their roles and responsibilities as settlers within education spaces. As decolonizing education is an ongoing process, this research aims to provide key information to advance its progress. To that end, future research needs to investigate the long-term impacts of existing interventions on teaching practices and curriculum development.  \nKeywords: Indigenous education, education policy, teacher education, post-secondary education, cultural safety, Indigenous, Canada, decolonization of education  \nIntroduction  \nIndigenous1 cultural safety in Canada as a concept, action, and/or phrase is becoming increasingly popular within provincial and territorial government corners, as well as education institutions, as they begin to incorporate culturally safe content in both K-12 (kindergarten to high school) and postsecondary classrooms. Within these spaces cultural safety is considered:  \nThe effective teaching of a person/family from another culture by a teacher who has undertaken a process of reflection on his/her own cultural identity and recognizes the impact of the  \n1 Indigenous in the context of this paper refers to status and non-status First Nations, Métis, and Inuit collectively, residing in Canada.  \nteacher’s culture on his/her own classroom practice... Unsafe cultural practice is any action that diminishes, demeans or disempowers the cultural identity and well-being of an individual or group. (Harrison et al., 2012, p. 324)  \nThe release of the 2015 Truth and Reconciliation Commission of Canada (TRC) report prompted many Ministries of Education and academic institutions across Canada to emphasize cultural safety, as well as promote and support Indigenous voices in education systems (Keliipio et al., 2018; Korteweg & Fiddler, 2018; Marom, 2019). The TRC sheds light onto how K-12 classrooms and curricula are dominated with Eurocentric (western-based) ideologies, to the exclusion of Indigenous worldviews (TRC, 2015a). The report summarizes an investigation into lived experiences of Indian Residential School (IRS) survivors, aiming to establish a space for truth and public education on the traumatic, lethal, and intergenerational impacts caused by the IRS system (TRC, 2015a). The policies surroundi","cbCaiieGeTzmTXUO","https://ap.wps.com/l/cbCaiieGeTzmTXUO","pdf",422173,"English","# Abstract\n# Introduction\n## Cultural safety as a guiding concept\n## Decolonization and curriculum change\n## Truth and Reconciliation Commission Calls to Action","[{\"question\":\"What drives the push to incorporate Indigenous content in K-12 and post-secondary curricula?\",\"answer\":\"The study links this work to reconciliation efforts in Canada and the Truth and Reconciliation Commission Calls to Action, which emphasize educating settler teacher candidates and developing culturally appropriate curricula.\"},{\"question\":\"How does the paper explain cultural safety in education spaces?\",\"answer\":\"Cultural safety is presented as effective teaching by educators who reflect on their own cultural identity and recognize how their culture affects classroom practice. Unsafe practice is described as diminishing, demeaning, or disempowering cultural identity and well-being.\"},{\"question\":\"What kinds of interventions does the study focus on to support teachers?\",\"answer\":\"The research highlights course-, professional workshop-, and policy-based interventions, often prioritizing cultural safety and addressing settler biases, racism, and harmful stereotypes, including relationship building and creating safe spaces for questions.\"}]","Incorporating Indigenous Content Into K-12 Curriculum - Supports for Teachers in Provincial and Territorial Policy and Post-Secondary Education Spaces | PDF",1792084035,48]