This resource is designed to introduce ETFO members to unlearn any biases that may exist and to address a few common misconceptions that some Canadians have toward people that are First Nations, Métis and Inuit (FNMI). It is our hope that this resource, filled with many hyperlinks (in coloured text), will encourage educators to take steps to learn more about Indigenous Peoples in Canada and the legacy of Canada’s relationship with Indigenous Peoples. This is just one resource. Educators are encouraged to continue their learning journey that will build a foundation to support them in their instructional practices. It is with good intention and respect that this resource aspires to create more culturally inclusive learning environments for students and build a more just society. Many educators in Canada are already friends and allies to a diverse group of people and issues that impacted a marginalized group. There are different approaches to take in becoming an ally to Indigenous Peoples from an Indigenous perspective and a non-Indigenous perspective. This will include unlearning, challenging biases and preconceived notions, acknowledging privilege, knowing what role you have for a specific group, etc. Here are a few hyperlinks to resources that will help you build a more solid understanding of what it is like to be a friend or ally to Indigenous Peoples: Burns, M. (2017/06/19). Talent Egg. How to be an informed Aboriginal ally. CBC Radio. (2016/08/29). Unreserved. Building an ally: Non-Indigenous people share their stories of bridge building. Coles, T. (2018/01/25). HuffPost û Living. How to be a better ally in 2018: It’s more than just your privilege. Gehl, L. (n.d.). Ally Bill of Responsibilities. O’Connell, C. (2017/07/20). Centre for Courage and Renewal. Becoming an Ally to Indigenous People. Raynard, K. (2018/02/05). The Argus. Allyship, Advocacy, and the Legitimate Role of NonIndigenous Folks. Incorporating a culturally responsive pedagogy lens will encourage educators to recognize the rich, diverse cultural mix in the classroom, school or community, and will also ensure that the children’s identities are reflected in the learning environment. There are a variety of best practices that you can use to have more Indigenous content in your instructional practice. Ultimately, doing so contributes to the success of all students, including Indigenous students. Moreover, you’ll be supporting students’ knowledge-building of other cultural groups, social justice and equity issues, while providing them with the tools to address racism. “We don’t need you to feel that you are connected to this history. We need you to feel that you are part of the future and that you’re part of the solution, and therefore we have to talk about what your role is going to be going forwardà” Justice Murray Sinclair (May 2015) Please note: The terminology, including Aboriginal Peoples and Indigenous Peoples, is used to describe the original inhabitants of North America who are also referred to as First Nations, Métis and Inuit. The words Aboriginal and Native, used in the statements on the cover, are actual terms that many Indigenous educators have heard over time. These have been used verbatim. There are many Canadians who still say these words regardless of the merging of these into a new term that is being used û Indigenous. This may evolve over time. The term Aboriginal will also appear in certain areas of this resource if in a direct quote.

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