The past few years in Canada have been marked by numerous events in the course of which
Canadian Settlers were invited to reconsider their perspectives on and practices toward the
Indigenous population. Public schools are one of the main institutions directly invited to
reflect on and challenge their own colonial legacy and ongoing colonial structures and
practices. This project aims at better understanding how a K-12 Manitoba public-school and its
Settler educators represent reflect on and practice their relationship to Indigeneity and to
their Anishinaabe neighbors. It thus explores how Settlerness is constantly constructed and
how this takes shape in this public school in the midst of the changing recognition of
Indigenous Peoples in Canada. The research investigates structures of Settler dominations that
were reproduced and disrupted in the school through changing practices.
