ReStorying matricultures by Irene Friesen Wolfstone pre-publication version I respectfully acknowledge that by living in Treaty 1 territory, I have a treaty relationship with the Anishinaabeg, Cree, and Dakota nations, and I also acknowledge that Manitoba is the homeland of the Red River Métis. In this chapter, my intent is to explore mother-centred cultures and how they are represented in Canadian curricula. In approaching this topic, I begin by rooting in Critical Pedagogy to guide the research. Then I explore ancient and extant mother-centred cultures or matricultures. After inquiring if and how matricultures are represented in Canadian curricula, I suggest strategies for reStorying matricultures. I locate myself in this study as a white settler Canadian of Dutch ancestry. I was raised in the Mennonite denomination of Christianity but now identify as a syncretist of earth-centred and pagan philosophies. As a grandmother, I carry a deep concern about how next generations will adapt to climate change and this motivates my research into the conditions for cultural continuity that enabled some cultures to endure past climate change events (Wolfstone, 2023). Philosophically, I situate myself as an ecofeminist scholar in the pluriverse working with the assumption that Earth is our only home and that enduring Anthropogenic Climate Change event involves deModernizing and continuously regenerating in harmony with the life forces that are immanent to Earth. I am curious about the connectedness between local climate change adaptations, regeneration as a condition of continuity, and matricultures (Wolfstone, 2023). Pluriverse refers to the plurality of worlds within the world, in contrast with the Eurocentric world as a single, market-driven globalized monoculture. Decolonial Theory proposes that the pluriverse welcomes plurality, hybridity, and syncretism because it does not fear difference and it is not utopian because it existed before colonization and continues to exist (Escobar, 2018). In the Canadian context for this study, education is a provincial responsibility and there is no federal ministry of education that sets national curricular standards; nevertheless, provincial curricula are responsive to two national investigations. The Truth and Reconciliation Commission (TRC, 2015) and the Missing and Murdered Indigenous Women and Girls National Inquiry (MMIWG, 2019) issued calls for action to educate the public about the root causes of violence against Indigenous peoples, particularly Indigenous women and girls. This chapter responds to those calls for action by exposing the subjugation of Indigenous matricultures. Critical Pedagogies for Decolonizing Curricula George Sefa Dei is an international leader in decolonizing pedagogy. Dei (2010) “subverts the tendency for certain knowledges to masquerade as universal knowledge” (p. 91) and insists that learning is not critical if it does not lead to actions that resist epistemic colonialism that refuses to acknowledge the knowledges of marginalized Others (Dei, 2010, p. 93; Dei, Karanja, and Erger, 2022, p. 46). According to Dei & Jaimungal (2018), hegemonic education assumes the superiority of Western Eurocentric knowledges and attempts to erase