Forts, Curriculum, and Indigenous Métissage: Imagining Decolonization of Aboriginal-Canadian Relations in Educational Contexts

Abstract

In this article, I present critical insights gained from attentiveness to the significance of the fort as a mythic symbol deeply embedded within the Canadian national narrative that reinforces the troubling colonial divides that continue to characterize Aboriginal-Canadian relations. I argue that forts have taught, and continue to teach, that Aboriginal peoples and Canadians live in separate realities. One way to rethink these relations, overcome these teachings, and decolonize educational approaches is to consider a curriculum sensibility called Indigenous Metissage. Indigenous Metissage is a place-based approach to curriculum informed by an ecological and relational understanding of the world. I provide a textual example of Indigenous Metissage that tells the complex story of a rock known to the Cree as papamihaw asiniy.1

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