Manitoba Aboriginal Perspectives curricula
- Aboriginal Perspectives
are being integrated into curricula to enable students to learn the history
of Manitoba and Canada before European settlement and to give the
perspective of Aboriginal people since that time. Each subject area will
address the perspectives and accomplishments of Aboriginal people, as
appropriate. The goal in integrating Aboriginal perspectives into curricula
is to ensure that all students have opportunities to understand and respect
themselves, their cultural heritage, and the cultural heritage of others.
Aboriginal perspectives apply to learning experiences for all students.
However, there may be unique and particular learning experiences that apply
specifically to Aboriginal students. Aboriginal students are learners and
participants in Aboriginal cultures, not necessarily experts in the culture.
Their knowledge about their culture may be the same as that of other
students in the class but if they do have extensive knowledge about their
culture, it can benefit the entire class.
All students learn in a variety of ways and this should be taken into
consideration to maximize learning for Aboriginal students as well. The
intent is to ensure that high expectations in supported learning
environments apply to Aboriginal students just as they do to non-Aboriginal
Goals of Aboriginal Perspectives for Aboriginal Students
to develop a positive self-identity through learning their own histories,
cultures, and contemporary lifestyles
to participate in a learning environment that will equip them with the
knowledge and skills needed to participate more fully in the unique civic
and cultural realities of their communities
Goals of Aboriginal Perspectives for Non-Aboriginal Students
to develop an understanding and respect for the histories, cultures, and
contemporary lifestyles of Aboriginal people
to develop informed opinions on matters relating to Aboriginal people
To address the challenges of gender fairness and to develop student
understanding in all subject areas in a balanced way, teaching, learning,
and assessing must be equally accessible, relevant, interesting,
appropriate, and challenging to male and female students. This will ensure
that all students have opportunities to succeed regardless of gender.
Curriculum documents, learning resources, and classroom practice should
reflect a commitment to gender fairness and inclusion. All students,
regardless of gender, should be encouraged and supported to develop to their