An emerging decolonizing science education in Canada

The article describes developments in science education since 2006 related to an agenda to decolonize the Pan-Canadian Science Framework by recognizing Indigenous knowledge as being foundational to understanding the physical world. Of particular interest is the Province of Saskatchewan's curriculum renewal that integrates Indigenous knowledge into school science, guided by continuous collaboration with Saskatchewan's Indigenous communities and with a textbook publisher to support a decolonizing, place-based, culturally responsive science instruction. © OISE.