NBE3U: To Be Or Not To Be

As a student in grade 10 who loved to write and rant, I was extremely excited to transition into Grade 11 English (ENG3U). I was eager to study works such as Macbeth, an interest not exactly typical for someone my age, but I’ve always been a sucker for Shakespearean tragedy. When our school board announced its decision to alter our initial curriculum to an Indigenous-focused literary course however, I had my doubts. The proposed switch sparked immense amounts of controversy among students and teachers alike, but after actually experiencing the course, I can confidently say that their decision was the right one.

NBE3U (Understanding Contemporary First Nations, Métis, and Inuit Voices) differed greatly from the average English course. The traditional course focused on the analysis of literary and informational texts, the writing of essays and arguments, and an attempt to understand the impact of media on our lives. In the newly established NBE3U course, we developed these very same skills through Indigenous perspectives rather than traditionally colonial ones. This was encouraged by focusing on texts that highlight the identity, courage and resistance of First Nations, Métis, and Inuit cultures in Canada. As our society grows ever more diverse, I believe it is essential that we see the perspectives of Indigenous authors, rather than those of traditionally famous, white authors.

This Place: 150 Years Retold

This Place: 150 Years Old is a graphic anthology which features stories from Indigenous authors, highlighting key Canadian Indigenous events and people, and how they have shaped our Canadian society. Photo obtained from: CBC Books 

What stood out most to me in this course so far were the texts themselves. When reading  This Place: 150 Years Retold  (a graphic anthology featuring real stories of many Indigenous authors), I felt that it was unlike any novel I’d analyzed in any English class before. Its stories feature loss, change, and triumph, each highlighting a key figure or major event in Indigenous history. I highly recommend this book, whether for the purpose of education or entertainment. 

A personal favourite of mine from the anthology was Nimkii, by Kateri Akiwenzie-Damm, which follows the story of Nimkii, a young Indigenous girl, and her family. While the main focus remains on Nimkii’s journey,  through Nimkii’s mother, the story also portrays the devastating impacts of the Sixties Scoop and the child welfare system on Indigenous families, and the courage required to navigate these events. We see a symbolic representation of Indigenous resilience through the inclusion of the Thunderbird, a mythological creature viewed as a protector, often appearing in moments of strength and hope within the Indigenous community (Akiwenzie-Damm). This story is told through the perspective of Nimkii herself, with parts of the story illustrated like children’s drawings. This stark contrast between innocent sketches and the indelible horrors of the Sixties Scoop forces the reader to ask: How could this have happened to innocent children?

While the illustrations do serve as contrast, the presentation of the story in a comic-book format also makes it great for young readers to learn and engage in Indigenous stories, cultures, and histories. While most books retell Indigenous history through an informational or academic lens, novels such as This Place depict these stories in a personal and emotional way, making it more impactful. I’ve found that reading each of these stories provided me with a deeper sense of empathy and community, something I found myself unable to truly grasp when parsing through the long monologues and dramatic scenes of Shakespeare and the likes. In a class previously dominated by European perspectives on themes of identity, why not offer students a different perspective? This concept is explored in Dead White Writer on the Floor by Drew Hayden Taylor, a play that challenges European perspectives and the Eurocentric stereotypes that have long misrepresented Indigenous peoples. The play explores Indigenous misrepresentation by white authors throughout literary history. It opens with six stereotyped figures entering an Alcoholics Anonymous meeting, an intentionally jarring scene that sets the tone for the literary critique that follows.

NBE3U and The Calls to Action

The Truth and Reconciliation Commission of Canada released 94 Calls to Action, providing recommendations to governments, schools and Canadians to address the legacy of Residential schools and work towards reconciliation. Photo obtained from: BC Treaty Commission 

As a whole, NBE3U directly supports Call to Action #62 and #63 by the Truth and Reconciliation Commission (Truth and Reconciliation Commission of Canada). Call #62 urges the Canadian government to “Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for K-12” (Truth and Reconciliation Commission of Canada, Call 62). Call #63 focuses on “Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools” (Truth and Reconciliation Commission of Canada, Call 63).

While these changes are important and necessary in terms of a response in the education sector for the 94 Calls to Action, others warn “against a silo mentality, where Indigenous voices, perspectives and knowledge appear only in certain subjects versus being woven throughout what students learn” (Wong). If we are to integrate Indigenous-focused education into our curriculum fully, we should be focused on weaving it into all of our subjects. Rather than limiting our Indigenous learning to a single mandatory course, we should use all school subjects as opportunities to learn more, whether in social studies, religion, or even art. An example of this is: Expressions of First Nations, Métis, and Inuit Cultures (NAC101): An art course focused on examining and creating works inspired by First Nations, Métis, and Inuit perspectives and cultures.

As we see more and more Indigenous perspectives and knowledge consolidated within our school curriculums, it’s important to keep in mind that these are still baby steps in addressing the generations of misrepresentation. It is essential that we learn Indigenous history in a meaningful way. One that focuses on connection with the material we read, rather than learning it through distant mentions in a Canadian History textbook or PowerPoint. Engaging with these stories builds awareness and empathy, allowing us to understand the world from a perspective of those who have, historically, been oppressed and silenced. It is only when we establish common ground, and understand varying perspectives, that we can work to actually respect and honour Indigenous peoples and their traditions.

An English Course Like No Other

Before taking this course, I worried it might not be as exciting as studying the classic texts my parents grew up with. I never fully grasped the depth of Indigenous struggles prior to this course, but I found that reading the provided texts provided me with the ability to empathize deeply with the characters and with the Indigenous experience itself. After only a month in this class, I realized how powerful the Indigenous perspective is. Honestly, I don’t think I’ve ever rooted for the characters as much as I did when reading This Place, not even in Roald Dahl’s Lamb to the Slaughter (unrelated but great read). So if you know someone unaware or indifferent about NBE3U, or Indigenous perspectives in general, whether it may be your parents or friends, encourage them to learn more, read and engage. They may be surprised at how much they can learn and grow from Indigenous stories, just as I once was. For NBE3U truly is an English course like no other.

Written by: Nicholas Ogaro

Works Cited

• Dahl, R. (1953). Lamb to the Slaughter. Gallimard Jeunesse, Dl. https://www.classicshorts.com/stories/lamb.html 

• Elliott, A., et al. (2019). This Place: 150 Years Retold. Highwater Press.

• English: Understanding Contemporary First Nations, Métis, and Inuit Voices. (n.d.). Www.dcp.edu.gov.on.ca; Ontario Government. https://www.dcp.edu.gov.on.ca/en/curriculum/secondary-first-nations-metis-and-inuit-studies/courses/nbe3u 

• Shakespeare, W. (1623). Macbeth. Bibliolife.

• Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of Canada: Calls to Action. In the National Centre for Truth and Reconciliation. National Centre for Truth and Reconciliation. https://ehprnh2mwo3.exactdn.com/wpcontent/uploads/2021/01/Calls_to_Action_English2.pdf 

• Wong, J. (2023, February 11). As more high schools add Indigenous-focused compulsory courses, some warn against a siloed approach. CBC. https://www.cbc.ca/news/canada/edu-indigenous-compulsory-learning-1.6738509