Education

Compartmentalizing Indigenous knowledge(s): binary framing and cognitive imperialism in social studies curriculum

L. K. Clarysse

This qualitative analysis by Liana Kibalenko Clarysse delves into how binary framing in Ontario's Grades 3-6 Social Studies curriculum perpetuates cognitive imperialism, obscuring Indigenous knowledge. The study offers insights into potential curriculum reform through the lens of decolonial justice education, addressing the vital Calls to Action from the Truth and Reconciliation Commission of Canada.... show more

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