Structural violence in Canada : the role of Winnipeg educators in decolonization and reconciliation between Indigenous and non-Indigenous peoples

Abstract

As a result of the colonial history of Canada, and years of imposed structural violence, direct violence and assimilation policies, there is a need for awareness in of how Indigenous peoples have suffered. The history curriculum in schools can be improved, and decolonization and reconciliation can be considered as goals.

This thesis explores the meanings of structural violence, decolonization and reconciliation in the context of Canada, asking what local educators in Winnipeg are doing to promote awareness of these issues in their fields. Using content analysis to analyse and code multiple data sources, this study attempts to uncover what is missing from current education systems in Winnipeg, and what can be done to change this.

After introducing theories education in peacebuilding, decolonization, and the Truth and Reconciliation Commission, the main theories of the study are introduced: structural violence and cultural violence. From five in-depth interviews with educators, five main points of improvement were extracted from the interview data. This was then compared to the Grade 11 "Canadian History" curriculum, and subsequently related to the Truth and Reconciliation Commission's fourth chapter from the report, "Education for Reconciliation".

My study finds that some of the main points from the interviews are already present in the provincial curriculum, but all have some space for improvement. Structural violence is indeed a pressing issue in improving the quality of life of Indigenous peoples, and education and awareness of these issues can help to deconstruct the structural violence.