Presenting the curriculum from an Aboriginal perspective and/or including Aboriginal content in the curriculum is an important alternative to perspectives many students are accustomed to. In the past, the Aboriginal perspective has not been a recognized or perhaps respected way of teaching; however this is beginning to change. This study explores student and teacher identity when the curriculum is either presented from an Aboriginal perspective or when Aboriginal content is included in lessons; it also explores potential benefits for all students. This study addressed the following questions: 1) What differences are made, if any, for Aboriginal and non Aboriginal students when the curriculum is presented from an Aboriginal perspective? 2) What differences are made, if any, for Aboriginal and non-Aboriginal students when Aboriginal content is included in the curriculum? 3) How are teacher and student identities affected when either the curriculum is presented from an Aboriginal perspective or Aboriginal content is included? Using the case study qualitative research method teachers and students were interviewed to gain an understanding of how their identities may or may not have been affected. The research from this study indicated that from the teachers perspective all students, Aboriginal and non-Aboriginal alike, benefit in many ways when either the curriculum was presented form an Aboriginal perspective or when Aboriginal content is included in classroom lessons. The research also indicated that teacher and student identities shift over time and may possibly be, although not necessarily, affected when the curriculum is presented in this manner. The results of this study indicated that there were benefits for both Aboriginal and non-Aboriginal students when the curriculum is presented from an Aboriginal perspective or when Aboriginal content is included. The results of this study also indicated that when student and teacher identities are affected, they are affected in a positive manner.

Presenting the curriculum from an Aboriginal perspective and/or including Aboriginal content in the curriculum is an important alternative to perspectives many students are accustomed to. In the past, the Aboriginal perspective has not been a recognized or perhaps respected way of teaching; however this is beginning to change. This study explores student and teacher identity when the curriculum is either presented from an Aboriginal perspective or when Aboriginal content is included in lessons; it also explores potential benefits for all students. This study addressed the following questions: 1) What differences are made, if any, for Aboriginal and non Aboriginal students when the curriculum is presented from an Aboriginal perspective? 2) What differences are made, if any, for Aboriginal and non-Aboriginal students when Aboriginal content is included in the curriculum? 3) How are teacher and student identities affected when either the curriculum is presented from an Aboriginal perspective or Aboriginal content is included? Using the case study qualitative research method teachers and students were interviewed to gain an understanding of how their identities may or may not have been affected. The research from this study indicated that from the teachers perspective all students, Aboriginal and non-Aboriginal alike, benefit in many ways when either the curriculum was presented form an Aboriginal perspective or when Aboriginal content is included in classroom lessons. The research also indicated that teacher and student identities shift over time and may possibly be, although not necessarily, affected when the curriculum is presented in this manner. The results of this study indicated that there were benefits for both Aboriginal and non-Aboriginal students when the curriculum is presented from an Aboriginal perspective or when Aboriginal content is included. The results of this study also indicated that when student and teacher identities are affected, they are affected in a positive manner.