General Writing Guidance: Indigenous People, Knowledge, Practices, and Traditions

Making informed and appropriate choices about terminology is a way to show respect for Indigenous ways of knowing and being. Understanding the origins of inappropriate terms is important. For example, using the word ‘discovery’ reflects the idea that Indigenous People were ‘found’ or discovered by the first explorers, as if they didn’t exist before that time. Another example of inappropriate terminology might be the use of the term ‘artifact’. When important cultural objects currently used by Indigenous People such as traditional clothing, drums, and other ceremonial items are called ‘artifacts’ it reinforces the idea that ceremonies and traditions are things of the past and no longer practiced, which is not correct.

The Queen’s University Terminology Guide explains more about the importance of using the correct terminology when writing about Indigenous Ways of Knowing.  This guide stresses the importance of using terms that First Nations, Métis and Inuit People prefer to use to describe themselves. When writing about Indigenous Peoples, avoid using the terms “Native, Native People, Native Canadians, Indigenous Canadians, Aboriginal, and Indian”. Some Indigenous People may choose these terms to describe themselves, but for non-Indigenous people and those in an academic setting, these terms are generally not appropriate. Trent’s Teaching Commons also covers ways to communicate appropriately about Indigenous People and issues in its Guide on Communicating Positively.

In Elements of Indigenous Style, Younging (2025) discusses the importance of using language that situates Indigenous People as actors, rather than passive recipients of others’ actions. To illustrate, Younging shows how writing “[t]he Numbered Treaties provided First Nations with reserves, education and health care” (p. 75) is very different from writing “First Nations negotiated the Numbered Treaties…to secure reserves, education and health care…” (p. 75). The first phrase places First Nations as passive recipients of Treaty resources, while the second phrase represents First Nations as working actively to secure resources.

Another important point Younging (2025) makes is that we often use pessimistic language to describe Indigenous People and their lives. Writing that Indigenous People ‘struggle’ or are ‘challenged’ portrays them as powerless and as victims. Instead, in our writing we must recognise the resilience, strength, power, and agency that Indigenous People possess and stress steps they are taking to move forward and overcome past and present events.

Younging (2025) notes that terms for “Indigenous identities; Indigenous governmental, social, spiritual, and religious institutions; and Indigenous collective rights should be capitalized” (p. 82). Here is a brief list of words that should be capitalized when we are writing about Indigenous Peoples, Knowledges, Traditions, and Institutions.

Identities

Aboriginal, First Nations, First Peoples, Indigenous, Indigenous People, Inuit/Inuk, Métis, Survivor

Roles and Institutions

Chief, Clan, Clan System, Matriarch, (the) Creator, Creation, Elder, Indigenous Voice, Longhouse, Medicine Man, Medicine Woman, Nation, Oral Tradition, Potlatch, Protocols (cultural), Sacred Pipe ceremonies, Pipe Carrier, Seven Fires, Sundance, Sweat Lodge, Traditional Knowledge, Indigenous Knowledge, Vision Quest, Warrior Society, Wampum, Wampum Belt, President, Senator, Ceinture Flechee, Shaman (Angakkuit)

Indigenous collective rights

Indigenous Land, Indigenous Title, Traditional Territory, Indigenous Rights, Status Indian, Treaty Right

Another error we may make in our writing is to unintentionally give the impression that Indigenous People in Canada are ‘owned’ by the state. It is important to avoid writing “Canada’s Indigenous People”, “The Indigenous People of Canada”, or the “First Peoples of Canada”. All of these phrasings imply Indigenous People ‘belong’ to Canada. Instead, to describe Indigenous People located in Canada use phrasing that does not imply this type of possession. More appropriate phrasing would be “Indigenous People in (or located in) Canada (or what is now known as Canada)” (Younging, 2025).

Wherever possible, avoid defaulting to writing about Indigenous People in the past tense – this reflects colonial ideas that Indigenous People are vanishing, diminished and have been assimilated into mainstream society; it portrays the idea that Indigenous Knowledges and Traditions only occurred in the past. Some examples of this type of writing might be "Indigenous People used to hold Potlatches and told Sacred Stories" or "Many years ago, Indigenous People hunted and fished in the lakes of this region."

Of course, sometimes it is okay to use the past tense when writing an event that took place in the past, or when quoting a source that uses the past tense (Younging, 2025).

It’s important, when writing about Indigenous Peoples and Indigenous Knowledges to acknowledge the diversity of worldviews these encompass. For example, if you use the term ‘Indigenous Knowledge(s)’ when referring to all information from your sources, regardless of Nation of origin, you are missing the opportunity to recognise the particular Nation or Worldview from which that information stems. In university, writing should be specific and focused and trace information back to the source. Here are some examples of how to respectfully honour the source of the knowledge you are using.

Using specific language to recognise diversity: Example 1

(Source: Curve Lake First Nation, 2025). 

Using specific language to recognize diversity: Example 2

(Source: Haudenosaunee Confederacy, n.d.)