Abstract

Increasingly, prominent educators are emphasizing the important link between educational equity and individual and societal success in the “flat world” that we now inhabit. But what does the flat world mean for Indigenous education and how can we make schools and classrooms flat for Indigenous students, especially those who have historically not done well in the existing system? The author explores these questions in the context of inequality in the provision of education for Indigenous students in Manitoba, Canada. Drawing on her research on the integration of Indigenous perspectives into the curricula of public high schools in Manitoba and data on educational equity practices in three high achieving countries, the author proposes alternative curriculum orientations and educational policies and practices that will provide equal educational opportunity for Indigenous students in a flat world.