If you’re a non-Indigenous teacher in Canada feeling unsure about where to start with indigenous education, you’re not alone. Many teachers want to do this well but worry about making mistakes. That’s a reasonable concern, and it’s worth taking seriously. This guide gives you honest, practical starting points so you can move forward with confidence and respect.

The good news is you don’t need to be an expert on every Nation’s history and culture to begin. You do need humility, good resources, and a willingness to build relationships with Indigenous communities over time. Let’s start there.

What Indigenous Education in Canada Actually Means

Indigenous education in Canada refers to both the teaching of Indigenous histories, cultures, and perspectives to all students, and the broader work of improving educational outcomes for First Nations, Métis, and Inuit learners. For K-8 classroom teachers, the practical focus is on weaving Indigenous perspectives into existing curriculum in ways that are accurate, respectful, and meaningful.

This is not a separate unit you bolt onto your existing program once a year. It is an ongoing, curriculum-integrated approach that reflects the diversity and presence of Indigenous peoples across this land.

Why This Is Every Canadian Teacher’s Responsibility

The Truth and Reconciliation Commission of Canada was explicit about the role of schools. TRC Call to Action 62 calls on provincial and territorial governments to make age-appropriate curriculum on residential schools, Treaties, and Indigenous contributions mandatory from K-12. Call to Action 63 calls on the Council of Ministers of Education Canada to maintain and update a strategy for Indigenous education and to integrate Indigenous knowledge and teaching methods into classrooms.

These are not suggestions. Every province has responded with updated curriculum frameworks and Indigenous education strategies. In Ontario, the revised social studies and history curricula embed First Nations, Métis, and Inuit perspectives throughout. British Columbia’s redesigned curriculum formally integrates Indigenous content as a cross-curricular priority. Alberta’s First Nations, Métis, and Inuit Education Policy Framework outlines expectations for all teachers province-wide.

You have both a professional obligation and a genuine opportunity here.

Land Acknowledgments: Meaningful, Not Performative

Land acknowledgments have become common in Canadian schools, but a scripted sentence read on Monday morning without any follow-up is not meaningful reconciliation. Done well, a land acknowledgment opens a conversation. Done poorly, it closes one.

Here’s what a respectful approach looks like in a K-8 classroom:

  • Know whose land you’re on. Use Native Land Digital to identify the specific Nations connected to your school’s location. Do this research yourself before asking students to do it.
  • Teach the history behind it. Students need to understand what Treaties are, what they promised, and what actually happened. A land acknowledgment without that context is hollow.
  • Make it age-appropriate. With K-2 students, focus on the idea that people have lived on this land for a very long time and that we respect that. With older students, you can go deeper into Treaty relationships and ongoing presence.
  • Let it lead somewhere. After the acknowledgment, connect it to a lesson, a story, a guest speaker, or a piece of student inquiry. The acknowledgment should be a doorway, not a checkbox.
  • Invite local knowledge. If there are Indigenous families in your school community, ask respectfully if they would be willing to share how they’d like to see their community acknowledged. Then listen.

The Seven Grandfather Teachings as a Curriculum Touchstone

The Seven Grandfather Teachings are foundational values from Anishinaabe tradition: Nibwaakaawin (Wisdom), Zaagi’idiwin (Love), Minaadendamowin (Respect), Aakode’ewin (Bravery), Gwayakwaadiziwin (Honesty), Dabaadendiziwin (Humility), and Debwewin (Truth). Many First Nations and Métis educators across Canada use these teachings as a framework for community values and whole-child education.

They are often used as a classroom touchstone for character education, restorative practices, and social-emotional learning. Here is how you can integrate them without appropriating them:

  • Attribute clearly. Always tell students these teachings come from Anishinaabe tradition. Never present them as universal or generic values you invented.
  • Use them for reflection, not decoration. Don’t just put the words on a poster. Use a teaching each week as a prompt for class meetings, writing, or discussion.
  • Connect to literature. Picture books like Shi-shi-etko by Nicola I. Campbell or When We Were Alone by David A. Robertson touch on Indigenous values in accessible, classroom-appropriate ways.
  • Bring in an Anishinaabe or local Elder if possible. Having a knowledge-keeper speak about these teachings directly is far more powerful than anything a non-Indigenous teacher can offer on their own.

If your school community is located on the territory of a Nation with different foundational teachings, prioritize those. The Seven Grandfather Teachings are a useful entry point, not a one-size-fits-all curriculum solution.

What Non-Indigenous Teachers Should and Should Not Do

This is the section many teachers privately want but rarely get. Being clear about boundaries is not about limiting your teaching. It’s about keeping your students safe from misinformation and keeping your practice grounded in integrity.

Things you should do

  • Use resources created or vetted by Indigenous educators and communities.
  • Centre Indigenous voices in your materials. Choose books by Indigenous authors, videos by Indigenous creators, and guest speakers from your local community.
  • Acknowledge the diversity of Indigenous peoples. There are over 630 First Nations in Canada, plus Métis and Inuit communities. “Indigenous” is not one culture.
  • Sit with discomfort. Learning this history includes learning about Canada’s role in cultural genocide. That discomfort is part of the work.
  • Keep learning. The National Centre for Collaboration in Indigenous Education (NCCIE) offers vetted, community-developed resources specifically for Canadian educators.

Things you should not do

  • Never invent or perform ceremonies. Smudging, drumming circles, and other sacred practices belong to specific communities. Do not simulate these in your classroom unless you have explicit guidance and permission from an Elder or knowledge-keeper from that community.
  • Never teach “pan-Indigenous” culture as if all Nations are the same. This is one of the most common and damaging mistakes in elementary classrooms.
  • Never use stereotyped imagery, including feather headdresses in art projects, “Indian” counting games, or outdated textbook language.
  • Never teach residential school history without preparing yourself first. The TRC Summary Report is a starting point. Read it before you teach it.
  • Don’t put the burden on Indigenous students in your class to educate their peers. That is not their job.

Finding and Using Strong Indigenous Teaching Resources

Quality indigenous teaching resources are more available than ever, but not all resources are created equal. Here’s a practical filter: look for materials that are created by Indigenous educators or organizations, that name specific Nations and territories, and that are reviewed by community members.

Start with these trusted sources:

  • NCCIE (nccie.ca): The National Centre for Collaboration in Indigenous Education is a pan-Canadian hub for educators. It includes classroom resources, videos, and community stories organized by region and theme.
  • Your provincial Indigenous education branch: Every province has one. Saskatchewan’s First Nations and Métis Education branch is a strong example. Search your province’s Ministry of Education site directly.
  • First Nations Education Steering Committee (FNESC): Based in BC but useful nationally. Their teacher guides on Indigenous content are widely used.
  • CBC’s Beyond 94 and Reclaimed projects: Good for older Grade 7 and 8 students to explore TRC progress in Canada.
  • The Canadian Teacher’s own resource library: Browse our teaching resources, lesson plans, and province-specific resource links for curated materials sorted by grade and subject.

Building Relationships with Indigenous Communities

Resources are a starting point, not a destination. The most effective first nations education programs at the school level are built on genuine relationships with local Indigenous communities, not just downloaded PDFs.

Here are realistic steps for a classroom teacher:

  1. Find out if your school has an Indigenous education liaison or support worker. Many school boards in Canada employ Indigenous community members in these roles. Introduce yourself and ask for guidance.
  2. Connect with your local Friendship Centre. Friendship Centres exist in most cities and many smaller communities across Canada and often support school programs and classroom visits.
  3. Invite Elders and knowledge-keepers. This takes time to do respectfully. Ask your Indigenous education liaison how to make a proper request. Bring a tobacco offering if that is appropriate to the community. Pay for their time.
  4. Be consistent, not occasional. A one-time visit doesn’t build relationship. Think about how you can maintain a connection across the school year.

Incorporating Indigenous Perspectives Across the Curriculum

Incorporating indigenous perspectives in the classroom doesn’t mean adding a separate Indigenous unit to every subject. It means asking, across the school year: whose knowledge is centred here, and who is missing?

Some practical examples by subject:

  • Science: Teach land stewardship and ecological knowledge alongside Western science. Many First Nations educators have written about the alignment between Indigenous ecological knowledge and modern environmental science.
  • Math: Beadwork, basket weaving, and architectural design in Indigenous cultures involve geometric and spatial reasoning. Use these as entry points.
  • Language Arts: Build your classroom library with books by Indigenous Canadian authors. Grades K-3 have excellent options including work by Julie Flett, Nikki Yassie, and David A. Robertson.
  • Social Studies and History: Teach history from multiple perspectives. Include Indigenous oral histories alongside written records. Explicitly address the history of residential schools at age-appropriate levels.
  • Art: Use examples from specific artists with attribution. Do not ask students to “make Indigenous art” without clear, community-supported guidance on what is appropriate to create.

Looking for structured lesson plans? Our lesson plan library and ebook library include materials for Canadian teachers across all grades and subjects.

Frequently Asked Questions

How do I teach indigenous education?

Start by learning the history yourself, including the TRC Calls to Action and the history of residential schools in your region. Then use resources created or approved by Indigenous educators, connect with your school board’s Indigenous education support staff, and bring Indigenous voices into your classroom through books, guest speakers, and community partnerships. Integrate this work across subjects rather than treating it as a standalone unit.

What is indigenous education in Canada?

Indigenous education in Canada has two dimensions. The first is the work of teaching all Canadian students about First Nations, Métis, and Inuit histories, cultures, languages, and contributions. The second is improving educational equity and outcomes for Indigenous learners. Both are addressed through the TRC Calls to Action and reflected in updated provincial curriculum frameworks across the country.

How do you incorporate indigenous perspectives in the classroom?

Incorporate Indigenous perspectives by choosing books by Indigenous authors, attributing cultural teachings to their specific Nations, connecting land acknowledgments to actual Treaty history, integrating Indigenous knowledge across subjects like science and math, and inviting Elders or knowledge-keepers as classroom guests. Avoid surface-level activities and never simulate ceremonies or sacred practices.

What are the calls to action for education?

The Truth and Reconciliation Commission’s Calls to Action 62 and 63 are the most directly relevant to K-12 educators. Call to Action 62 asks governments to make curriculum about residential schools, Treaties, and Indigenous contributions mandatory at all grade levels. Call to Action 63 calls on Canada’s education ministers to integrate Indigenous knowledge and teaching methods into classrooms and to update teacher training accordingly.

How do I teach about residential schools?

Prepare yourself thoroughly before teaching this topic. Read the TRC Summary Report and your province’s age-appropriate resources on residential schools. For younger grades (K-3), focus on the concept of home, family, and belonging rather than graphic details. For Grades 4-8, you can introduce the history of the schools, the policy of cultural assimilation, and survivor experiences using books like When We Were Alone by David A. Robertson or the NCCIE’s classroom resources. Always have support available for students who may be personally affected.

More Free Resources for Canadian Teachers

This work is ongoing, and you don’t have to figure it out alone. The Canadian Teacher has been supporting K-8 educators across Canada since 2000, and our resource libraries are free to use.

You can also connect with other Canadian teachers working through these same questions at the Canadian Teacher Forum. It’s a good place to ask questions, share what’s working, and learn from colleagues across the country.

Approaching indigenous education as a non-Indigenous teacher requires ongoing learning, honest self-reflection, and genuine relationship-building. You will make mistakes. What matters is that you stay in the work, keep listening, and keep improving. Your students, and your Indigenous colleagues and community partners, will notice the effort.