Decolonizing Educational Anthropology in Canada
Educational anthropology is an anthropological approach that dates back to the late 19th century but was not formalized as a sub-field until 1970 \cite{Eddy1987}. As a branch of applied anthropology, educational anthropologists produce ethnographies in which they study the culture of schools, often in order to help with the formulation of curricula and aiding educators in solving classroom problems. Anthropological tools, such as ethnography, have also been adopted by researchers outside of the field of anthropology in order to understand the impact of and develop curricula. Current trends in curricula development focus on the decolonization of the classroom through the incorporation of Indigenous ways of knowing, such as the Medicine Wheel teachings and a focus on the relationship between people and their place, and an emphasis on eco-civic responsibilities. Rolling River School Division, and in particular Erickson Collegiate Institute, are prime examples of how various Indigenous perspectives have been incorporated into the classroom with the aid of anthropological tools and methods. An examination of the history of educational anthropology and its colonial roots, current developments and trends in curricula development, and an in-depth case study of Rolling River School Division and Erickson Collegiate will demonstrate the ways in which anthropologists play a key role in decolonizing not only anthropology but also education. The cooperation between anthropologists and educators in studying the impacts of and developing decolonizing curricula through the incorporation of Indigenous Knowledge and anthropological tools will provide a holistic understanding of the Canadian education system and the ways in which can be improved in order to provide all students with an education that will prepare them for all aspects of life in Canada.