As Nation Truth and Reconciliation Day approaches, it has left me pondering: are Alberta schools doing enough to integrate Indigenous education into the curriculum and classroom environments? Moira Macdonald’s article, “Indigenizing the Academy”, provides a framework for understanding the complexity of embedding Indigenous perspectives in education, highlighting that while some progress has been made, there is still much work to be done. The Truth and Reconciliation Commission (TRC) called for fundamental changes in how Indigenous history, culture, and experiences are taught in schools across Canada. This includes ensuring students learn about the harmful legacy of residential schools, treaties, and the contributions of Indigenous peoples to the country’s roots. In Alberta, this call has been met with various degrees of success, but systemic barriers and uneven implementation still exist.

Macdonald argues that indigenization requires more than token gestures. Simply hosting one-off events or presentations doesn't equate to deep, ongoing education about Indigenous histories and contributions. Schools that limit their efforts to just one day, may miss the opportunity to provide students with a comprehensive understanding of these issues. The lack of consistent programming for National Truth and Reconciliation Day in some Alberta schools reflects a broader issue: many institutions still view Indigenous education as supplementary rather than essential. For real progress, schools must embed Indigenous perspectives throughout the year, in all subjects. This requires structural change, professional development for teachers, and genuine partnerships with Indigenous communities.

Alberta schools have made some progress, but much work remains. National Truth and Reconciliation Day should serve as a catalyst for deeper, long-term engagement with Indigenous education. By following Macdonald’s vision of true indigenization, schools can foster greater understanding and contribute meaningfully to reconciliations.