“Living a Good Life”: The Crisis in Education for Canadian Indigenous Peoples
Hatt, Blaine & McCullough, Karey
Abstract
The well-being of any population focuses primarily on economics, health, education, and cultural traditions; this is especially true for communities in rural and remote Canada. At the forefront of well-being for people living in these northern communities is educators who can deliver professional educational services to those living rurally and remotely. Specifically, living a good life, in part, can fall at the feet of teachers who offer continuous supports to students. In this paper, we examine the influences that impact the education of Indigenous populations living in rural, remote, often reserve lands in Canada, particularly the province of Ontario. Consistent access to current world issues (through stable internet and technology) and recruiting and retaining qualified professionals who are culturally competent and integrate Indigenous ways of knowing and being, are key aspects to overcoming the hurdles of living a good life in rural and remote communities. Additionally, ensuring that educators are given the tools to teach a decolonization curriculum, which includes culturally appropriate education for Canadian Indigenous Peoples.