This research seeks to explore the understanding of, and representation of Indigenous
knowledges within elementary schools within the Sudbury Catholic District School Board.
Moreover, the research seeks to examine the perceived barriers that are faced by educators in the
representation of Indigenous knowledges within elementary urban schools. The research will
conclude by exploring some recommendations on reshaping educational institutions to better
incorporate Indigenous content and knowledge within elementary schools.
This research confirms what First Nations parents, communities and students already know,
western systems of education are continuing to fail First Nations students and by extension First
Nations communities as they continue to perpetuate colonial approaches to the delivery
of education for First Nations students.
