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In this paper, we examine national trends in Canadian history education with regard to decolonising history education and how those trends have been manifested in the context of the province of New Brunswick's Anglophone education system. We begin with outlining three key characteristics of Canadian history education: it has been assimilationist and destructive for the languages, cultures, and collective memories of Indigenous Peoples; it has turned in recent years to an emphasis on teachingdoi:10.52289/hej8.206 fatcat:6fl67iqui5gctaxgv3lqmlgmre