Critical reflection in the secondary classroom: incorporating indigenous content in an anti-oppression framework

Abstract

This paper presents the major findings of a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education at Lakehead University (Stock, 2011).1 An anti-oppressive pedagogical approach in a secondary classroom in Northwest Ontario was used to incorporate Indigenous rights education into the existing Civics curriculum. This research was modeled after a participatory action research framework allowing flexibility and input from participants. A curriculum unit based on the UNDRIPs was developed and implemented in the Civics classroom. The research findings support the integration of Indigenous content in the Ontario public school system at the ministry, board, teacher education, and school levels.(Baskin 2008) (Bishop 2002)