The integration of Indian and Métis content into the Kindergarten to Grade 12 curriculum fulfils a central recommendation of Directions (1984). The commitment is further articulated in The Five Year Action Plan for Native Curriculum Development (1984, 1989, 1995). In addition, the 1989 Indian and Métis Education Policy from Kindergarten to Grade 12 makes the statement:
Saskatchewan Education recognizes that the Indian and Métis peoples of the province are historically unique peoples and occupy a unique and rightful place in society today. Saskatchewan Education recognizes that education programs must meet the needs of Indian and Métis peoples, and that changes to existing programs are also necessary to benefit all students.(p.6)
It is recognized that, in a pluralistic society, affirmation of culture benefits everyone. Its representation in all aspects of the school environment enables children to acquire a positive group identity. Instructional resources that reflect Indian and Métis cultures similarly provide meaningful and relevant experiences for children of Indian and Métis ancestry and promote the growth of positive attitudes in all students towards Indian and Métis peoples. Awareness of one's own culture, and the cultures of others, forms the basis for a positive self-concept. Understanding other cultures enhances learning and enriches society. It also promotes an appreciation of the pluralistic nature of Canadian society.
Indian and Métis students in Saskatchewan have varied cultural backgrounds and come from geographic areas encompassing northern, rural and urban environments. Instructors/teachers must be given support that enables them to create instructional plans relevant to meeting diverse needs. Varied social, cultural and linguistic backgrounds of Indian and Métis students imply a range of strengths and learning opportunities for instructors/teachers to tap. Explicit guidance, however, is needed to assist instructors/teachers in meeting the challenge by enabling them to make appropriate choices in broad areas of curriculum support. Theoretical concepts in anti-bias curricula, cross-cultural education, applied socio-linguistics, first and second language acquisition, and standard and non-standard usage of language are becoming increasingly important to classroom instruction. Care must be taken to ensure that instructors/teachers utilize a variety of teaching methods that build upon the knowledge, cultures, and learning styles students possess. All curricula need specific kinds of adaptations to classroom strategies for effective use.
The final responsibility for accurate and appropriate inclusion of Indian and Métis content in instruction rests on instructors/teachers. They have the added responsibility of evaluating resources for bias, and teaching students to recognize bias. Instructors/teachers must seek opportunities to begin the integration and evaluation process.
The following points summarize expectations for Indian and Métis content and perspectives in curricula, materials, and instruction: