This article reports on the findings of a document analysis study of all English Canadian provincial social studies curriculum outcomes for grades 7-9. The findings reveal that few curricular outcomes exist that enable students to engage with Indigenous culture and perspectives and many of those that exist focus on Indigenous peoples’ experiences following European contact up to the mid 1900s. To alter the current Eurocentric narrative pervasive in outcomes, a review and revision of social studies outcomes should be undertaken, and social studies teachers should adopt a critical lens to ensure that Indigenous content and perspectives are included in their instruction.
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The Oregon Journal of the Social Studies, 8(1), 15-32.
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