Begin the journey of Reconciliation
play a practical, measurable and impactful role in advancing reconciliation and ending violence against Indigenous and non-Indigenous women and children
Ethical Space
It is vital that teachers and students come together to talk about these difficult subjects knowing that it is their responsibility to build relationships based upon respect. This cannot be done without creating an environment where all students are considered of equal worth and each student’s contribution is valued. This is called creating “ethical space.” Ethical space creates room for new knowledge and understanding to emerge and where transformation sometimes happens. In an ethical space, it is possible for students from different cultures and worldviews, whose values may clash, to communicate with each other respectfully and contribute to information and knowledge sharing without fear. The teacher must be conscious of the fact that there are no “shortcuts” to creating an ethical space.
Health Supports
It will be important to speak with health supports such as school counsellors, Resolution Health Support Workers, mental health services staff, or other support staff and services that you have access to through your school, making them aware of the learning that will be happening. Invite them to visit your classroom for some or all of the learning, and include health outreach workers from local Indigenous service delivery points. If that is not possible, you should have their contact information available in case you or any of your students are triggered or otherwise impacted by the learning and would benefit from extra support. NOTE: It is important to remember that many mental health service providers have not had the benefit of Indigenous teachings or pedagogy. It may be helpful to share this learning resource with them in advance so that they are better prepared to address the health care needs in the classroom.
Education for parents
It is important to remember that many parents have not been adequately educated about the history of Indigenous Peoples in Canada, including the Residential Schools system, legislation, and government assimilation policy designed to destroy cultures, languages, and land-based ways of life, or the violence Indigenous women and girls face. Many may also not know the truths about missing and murdered Indigenous women and girls in Canada. Parents who lack this knowledge sometimes respond with discomfort or disbelief when their children share the truths they are learning. Teachers can mitigate these responses by working with the parent council association in your area so that they too might be educated. In this way school council/parent council facilitators will be able to engage parents in learning along with their children. This important learning involves every member of society: We are all connected.
Classroom environment
Establish a safe space in which to explore all perspectives and where all voices are valued, with the caveat that abuse, oppression, sexism, and racism have no place in our classrooms or in our communities. This can be established by adopting a shared set of principles and guidelines at the beginning of the year that may be revisited during important and personal discussions like the ones in this initiative.
Engaging Indigenous women, girls, and community members in the teaching and sharing is an important way to make connections within the learning on a human level. Whenever possible, bring authentic voices into your classroom who are part of the local Indigenous communities.
Gender Roles
It would not be accurate to state that all Indigenous nations have or had the same interpretation of roles for gender and/or sexual minorities, including the role of Two-Spirit people. It is important for teachers, and all adults working with youth, to consider that discussing male and female gender roles might cause hurt or feelings of “I don’t belong” for students who are part of a gender or sexual minority. It is very important to know your students and to proceed in as respectful and non-judgmental a manner as possible while considering the multiple understandings of gender in Indigenous cultures, communities, and families.
Trauma-Informed approach
This refers to an environment in which the adults in the room recognize and respond to those who have been impacted by traumatic stress using clearly defined expectations and communication strategies to guide students through stressful situations. This approach provides students with tools to cope with difficult or traumatic situations and creates an underlying culture of respect and support in the classroom and the school overall. (For more information https://traumaawareschools.org)
David Robertson – Storytelling as an author
David A. Robertson (he, him, his) was the 2021 recipient of the Writers’ Union of Canada Freedom to Read Award as well as the Globe and Mail Children's Storyteller of the Year. He is the author of numerous books for young readers including When We Were Alone, which...
Conter en chanson avec Sandrine Masse (tous ages)
Sandrine Masse est une chanteuse, une compositrice et une altiste wendate québécoise qui habite actuellement au Québec. Son atelier portera sur ses sources d’inspiration culturelle et créative en tant que musicienne, son identité et les liens entre celle-ci et son...
Storytelling Through Journalism
Jenessa Joy Klukas is an Indigenous woman of Xaxli’p and Métis descent. She grew up on the land of the Haisla Nation in Kitimat. She was an intern at The Tyee through the Journalists for Human Rights’ Indigenous Reporters Program. Klukas has a bachelor of fine arts in...
Fawn Wood – Storytelling through song
Fawn Wood is a Cree and Salish musician from St. Paul, Alberta, Canada. She is most noted for her album Kakike, for which she won the Juno Award for Traditional Indigenous Artist of the Year at the Juno Awards of 2022. She is the daughter of Earl Wood, a musician with...