By Wren Shaman
Canadian history courses have the potential to create spaces to engage with processes of decolonization, but to date they still seem to reinforce the status quo.
The self-image of Canadians is closely tied to a brand of nationalism that reflects white prejudice, and the Eurocentric knowledge and traditions through its conception of Canada’s past. Too often this vision is ingrained in Canadian history classrooms and reinforced in many university-level Canadian history courses.[1] Ignorance and willful denial of Indigenous peoples’ lived realities and Settler relations to Indigenous peoples past and present, persists within Settler-Canadian society. How Canadian history is taught in post-secondary institutions needs to change if Settlers are to be active participants in the process of decolonization.[2] Without addressing this, decolonization remains impossible.
Watching Settlers’ responses to events on Wet’suwet’en lands, and their responses to solidarity actions across Canada, has brought the Canadian history I have been taught into question.[3] It also caused me to question my beliefs surrounding the decolonial possibility of Canadian history.
Over the past year, I have begun to address these concerns through my senior honours research at the University of Victoria. I conceived of this project because of my anxieties surrounding what it means to be a Settler working in the field of Indigenous-Settler relations and because of the unevenness with which Indigenous-Settler relations were addressed during my secondary and post-secondary studies. Continue reading





