ABSTRACT
This chapter explores why decolonization through research-informed practice is a necessary precursor in transforming the educational landscape. It demonstrates that how the project prioritized Metis-specific criteria that allowed for a decolonizing approach to education from the unique perspective. As an internationally recognized educator of Mikmaw ancestry, Marie Battiste maintains that the project of decolonizing education will require new processes to be identified and acted upon. In developed countries such as Canada, a decolonizing agenda may seem outdated or even unnecessary for many national citizens. Decolonization is a fundamental phase in reclaiming and revitalizing the Metis culture—yet it is only one step down a long road towards the ultimate goal of self-determination. Educators must understand that decolonizing is a term that may not be understood by own community members, or by those from outside the community, thanks in large part to the sanitization of Canadian history through our schooling systems.
