Our goal with this inquiry project was to come to an answer to the question "How can teachers best work towards reconciliation with Canada's FNMI peoples?" While our research concluded that there are no proven ways to do this, we wanted to provide some tangible solutions that could be implemented in the classroom. However, this leaves some lingering questions unanswered. The following are some related questions that were considered, but not necessarily answered in our inquiry. If you are interested in pursuing these questions further, the resources page can provide you with some places to get started.
- In what ways is Alberta Education already working towards reconciliation?
- What is the extent of teacher awareness of intergenerational trauma resulting from the Indian Residential Schools?
- Do misunderstandings of the intergenerational trauma resulting from the Indian Residential Schools contribute to racist thinking? In what ways?
- What role does community play in working towards reconciliation?
Our simplified answer to the critical inquiry question is that teachers can best work towards reconciliation with Canada's FNMI peoples by supporting FNMI students in their classrooms.
With the above related questions in mind, read through the two ways that we have identified as the best ways to support FNMI students and work towards reconciliation. Consider your own answer to the question: "How can I, as a teacher, best work towards reconciliation with Canada's FNMI peoples?"
With the above related questions in mind, read through the two ways that we have identified as the best ways to support FNMI students and work towards reconciliation. Consider your own answer to the question: "How can I, as a teacher, best work towards reconciliation with Canada's FNMI peoples?"