Reconciliation is in the minds of Canadians nation-wide. Following the TRC's Calls to Action, there have been no shortage of news stories, editorials, and scholarly articles explaining the importance of working toward reconciliation. As educators, reconciliation, and the implications it brings to the world of education, is something we must be aware of.
Despite the number of news articles explaining the importance of reconciliation, one limitation discovered in our research is the lack of clear direction as to what reconciliation must look like in our classrooms, and what concrete steps to follow.
It is clear that reconciliation involves the acknowledgement and teaching of the history of Indian Residential Schools (IRS), and that this should be done in a respectful, culturally-relevant, and age-appropriate manner. However, how to implement this, and specifically what steps to follow, is not clear. As educators, it is up to our discretion to evaluate and implement the Calls to Action in a way that fits the needs of our classrooms.
Below are additional articles outlining the relevance of reconciliation in education:
Despite the number of news articles explaining the importance of reconciliation, one limitation discovered in our research is the lack of clear direction as to what reconciliation must look like in our classrooms, and what concrete steps to follow.
It is clear that reconciliation involves the acknowledgement and teaching of the history of Indian Residential Schools (IRS), and that this should be done in a respectful, culturally-relevant, and age-appropriate manner. However, how to implement this, and specifically what steps to follow, is not clear. As educators, it is up to our discretion to evaluate and implement the Calls to Action in a way that fits the needs of our classrooms.
Below are additional articles outlining the relevance of reconciliation in education:
In addition to the relevance of this topic in the news, the following is also included in the new Draft Teaching Quality Standard for Alberta (available here):
Applying Foundational Knowledge about First Nations, Métis and Inuit
(5) A teacher develops and applies foundational knowledge about First Nations, Métis and
Inuit for the benefit of all students, and supports the process of reconciliation, by:
Applying Foundational Knowledge about First Nations, Métis and Inuit
(5) A teacher develops and applies foundational knowledge about First Nations, Métis and
Inuit for the benefit of all students, and supports the process of reconciliation, by:
- understanding the historical, social, economic and political implications of:
- treaties and agreements with First Nations;
- agreements with Métis;
- the legacy of residential schools; and
- the impacts of intergenerational trauma on learner development;
- treaties and agreements with First Nations;
- using the programs of study to provide opportunities for all students to develop a knowledge and understanding of, and respect for, the First Nations, Métis and Inuit; and
- supporting the learning experiences of all students by using resources that accurately reflect and demonstrate the strength and diversity of First Nations, Métis and Inuit.