It can be said without a doubt that the Aboriginal peoples of Canada have had to endure many upheavals to get to where they are today. When we look at the timeline of events and laws implemented since the arrival of Europeans in North America, it can be considered a miracle that so many aspects of the rich culture and traditions of these peoples have survived to this day. 'to today. It is a blessing that these peoples were able to pass down their languages, cultural and societal beliefs, and stories from generation to generation, so that the people of North America and the world today can know and study these civilizations. and multifaceted cultures. Canada's First Nations people have faced many forms of oppression since the arrival of settlers. And even though society has slowly made progress in the right direction when it comes to eliminating the oppression of Indigenous peoples, there still remains a great inequality between Canada's Indigenous people and their counterparts of European descent under the form of educational differences that lead to employment difficulties as well as increased crime rates. There is a great inequality between the education of an indigenous person and that of a non-indigenous person. “Only 31 percent – ​​about half the Canadian average – of the Indigenous population living on reserves has a high school diploma” (Center for Social Justice, 2011). This is a staggering number considering how difficult it is in our society to succeed in life without at least a high school education. In the Canadian Charter of Rights and Freedoms, every citizen of Canada is guaranteed an education and yet students on these reserves...... middle of paper ...... well-being of indigenous peoples. Retrieved from http://www.ccsd.ca/cpsd/ccsd/c_ab.htmCenter for Social Justice. (2011). Fighting to escape a legacy of oppression. Retrieved from http://www.socialjustice.org/index.php?page=aboriginal-issues Kavanagh, B. (2006). Teaching in a First Nations School: An information manual for teachers starting in First Nations schools. Vancouver, British Columbia: First Nations Schools Association. Kuokkanen, R. J. (2007). Reshaping the university: responsibility, indigenous epistemes and the logic of the gift. Vancouver: UBC Press. Roland, K.A. (2009). Examining the underrepresentation of Indigenous academics in the Ontario faculty: implications for faculty recruitment and retention. Windsor, ON: University of Windsor Electronic Theses and Dissertations (ETD) Collection. Retrieved from http://winspace.uwindsor.ca/wintheses/roland1.pdf