Battiste’s paper emphasizes the importance of Indigenous knowledge and its inherent incompatibility with a format such as a literature review, commenting that this review can only be read as fundamentally limited. The author surveys critical elements of Indigenous education, such as Elders’ involvement in curriculum development, and the importance of reforming educational structures as well as content. Indigenous education must be linked to the community and relationships, intergenerational land use, have exceptional support from teachers, and should begin to reform educational structures such as certification, setting, and types of research.

From Introduction:

This paper responds to the Government of Canada's working partnership with First Nations to improve the quality of Aboriginal life and education in Canada through the Education Renewal Initiative. It reviews the literature that discusses Indigenous knowledge and how it is handed down from generation to generation, and it outlines for the National Working Group on Education and the Minister of Indian Affairs the educational framework and recommended steps required to improve and enhance First Nations educational outcomes.

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Battiste, Marie. Indigenous Knowledge and Pedagogy in First Nations Education: A Literature Review with Recommendations. Ottawa: National Working Group on Education and Indian and Northern Affairs Canada, 2002.