The contemporary classroom continues to be composed of a variety of individuals ranging in sex, race, sexual orientation, nationality and learning abilities. The Ontario government is dedicated to providing students, including those of First Nation, Metis, and Inuit, with a prosperous education system in order to nurture and develop their academic journey. The document Our World, Our Ways examines the historical significance of Aboriginal cultures so that there is a better understanding of the stories of Aboriginal peoples. Additionally the document aims on educating the twenty-first century teacher on effective instructional strategies to incorporate Aboriginal studies within the classroom. Our World, Our Ways states that “effective education that includes Aboriginal world views does not exclude or discredit other cultures but ensures that non-Aboriginal students and Aboriginal students alike are given the opportunity to see Aboriginal perspectives, and the strengths and gifts of Aboriginal people reflected in the schools they attend” (14). Teachers must be willing to educate both themselves and their pupils on the history of the First Nations, Metis and Inuit individuals in order to provide a more inclusive learning environment. 
The Ontario and Aboriginal leaders recognize the importance of education in improving lifelong opportunities for First Nation, Métis, and Inuit children and youth. Ontario’s approach to the First Nation, Metis and Inuit educational affairs commits to working with different leaders and organizations to improve educational systems and oThe speaker Chris Garner in the TedTalk provided examines the role in which the contemporary educator plays in enhancing Indigenous academics ability to succeed.
pportunities for students. The incorporation of the First Nation, Metis and Inuit curriculum within the contemporary classroom is integral in increasing awareness and knowledge on the customs and beliefs of the Aboriginal groups of individuals. The twenty-first century classroom must be willing to undergo various “face lifts” in order to better satisfy the learning needs of all individuals. It is true that these individuals continue to undergo unfair segregation due to their historical background and as a result it is our responsibility, our duties as future leaders to inspire change so that all individuals are given equal learning opportunities. I can not instruct with a blind eye nor can I ignore the issues which continue to consume society. As a future leader I will continue to develop my own knowledge so that I can better educate my students and allow them to become the best intellects possible. “Education is a key to this change. Aboriginal people are building bridges and working to create educational communities where their children are respected and their cultures are reflected. They are rebuilding their Aboriginal cultures and hope to right the relations of the past” (2). When we allow the voices of the Aboriginal peoples to be heard we are giving them the opportunity to become a part of our community and prosper.
Twenty-first century society can no longer deny Aboriginal individuals a voice, instead we must work in collaboration to provide a more prosperous society. Canada prides itself on being a foreign based population as each day individuals from all over are welcomed into our country expanding Canadian multicultural roots. As a result of the continued growth of culturally diverse populations schools will be populated with a large range of individuals varying with different, and unique linguistic and socio-culture needs. Society cannot force cultural education, beliefs and practises on these newcomers as they are essential stripping them of their identity. Instead a curriculum which aims at providing inclusive education enhances individuals ability to thrive. Additionally, Aboriginal studies should be include in every day classroom activities to better integrate these individuals into society.
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