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Conclusion
Teachers have a unique opportunity to support the development of Indigenous
students, their communities, and their cultures through representation in the
classroom. When representation of Indigenous perspectives exists, students can be
exposed to primary source counter-narratives (Sanchez, 2007) that can help them
to engage in authentic learning and act in critical thinking (Tipton, 2019). Differing
perspectives will deteriorate the dominant narrative and remove outdated, inaccurate
representations of Indigenous peoples (Miyamoto et al., 2018), normalizing and
valuing Indigenous peoples who thrive today. Inclusion will support social change
and develop the learning process, offering greater value in education for all students
(Nicholls, 2008) as well as supporting identity development in Indigenous students
(Quinn, 2020).
Teachers can support Indigenous students through strong, culturally supportive
pedagogical practices by adhering to the framework provided and staying current
on trends in Indigenous education. These actions can support the unlocking of
Indigenous students’ identity through empowerment, support, and acknowledgment.
In these ways, teachers can help students associate with and reclaim their Indigenous
identities one lesson at a time.

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