Exploring the Work of Treaty Catalyst Teachers in Selected Saskatchewan Schools

Researchers: Brandon Needham and Michael Cottrell
September 2016

We came to this research initially through a common passion to improve outcomes for First Nations and Métis students in Saskatchewan classrooms and to enhance non-Aboriginal students’ understanding and appreciation for First Nations, Métis and Inuit cultures and history. Both of these goals, we believe, are critical to Saskatchewan’s future well-being and prosperity. From our professional roles as a high school teacher/administrator and academic, we saw the enormous value of all students having a deep understanding of treaties; however, we were also aware of some of the challenges faced by classroom teachers who are tasked with leading this initiative. To honour and support that work we felt that all teachers, especially the treaty catalyst teachers, would benefit from collaborative research which would enable them to dialogue with peers, allow their voices to be heard, document their experiences, challenges and struggles and celebrate their accomplishments. We also felt that the research would have the additional benefits of involving more teachers in the research process, encouraging self-reflection to challenge the established curriculum practices and interests that have traditionally been exercised in public schools. In terms of contributing to educational research and theory, we felt that this inquiry would deepen the understanding of culturally responsive education in the Saskatchewan context through analysis of enacted curriculum, with significant benefits for educators in other jurisdictions who face similar challenges and opportunities.