Small thoughts

Reflections not to be confused with Pro tips!

• As Justice Murray Sinclair, chair of the Truth and Reconciliation Commission has stated "Education is the key to reconciliation" as "it was the educational system that has contributed to this problem in this country and it is the educational system that is going to help us get out". 

Reconciliation is defined as by the TRC as "an ongoing process of establishing and maintaining respectful relationships". It is important to centre ourselves on our own definition of reconciliation. The Truth and Reconciliation Commission was followed by a living document of 94 recommendations "calls to action" for all areas of our country to move towards reconciliation, acknowledging that education is the key! Indigenous communities have always had education as a holistic, lifelong process that is primarily localized, experiential learning. 

• Student health and wellness is holistic and the medicine wheel may be a familiar tool for self-reflection.

From Restorative Practices: Students can reflect on their own personal medicine wheel as it represents their well being. As an activity students can go through each of the follow sections as a self-evaluation: self esteem (mental), getting along (emotional), cultural belonging (physical), and conflict resolution (spiritual). In this exercise allow students to take their time, work at their own pace and help one another. 

• Answers, solutions, conclusions and strategies are not linear or clean cut. In some way, all learning moments function in a circle. 

Teaching from Black Elk,  Black Elk Speaks : being the life story of a holy man of the Ogalala Sioux (1961). "Everything an Indian does is in a circle, and that is because the power of the world always works in circles, and everything tries to be round. In the old days when we were a strong and happy people, all our power came to us from the sacred hoop of the nation, and so long as the hoop was unbroken the people flourished. Everything the Power of the World does is done in a circle. The sky is round, and I have heard that the earth is round like a ball, and so are all the stars. The wind, in its greatest power whirls. Birds make their nest in circles, for theirs is the same religion as ours. The sun comes forth and goes down again in a circle. The moon does the same and both are round. Even the seasons form a great circle in their changing, and always come back again to where they were. The life of a man is a circle from childhood to childhood, and so it is in everything where power moves. Our tepees were round like the nests of birds, and these were always set in a circle, the nation's hoop."

• "A single twig breaks but the bundle of twigs is strong". An ally is someone who fights for the equality of a marginalized group they are not a part of. Don't underestimate the importance of being an Ally!

From Indigenous Allyship: "A single twig breaks but the bundle of twigs is strong" - Tecumseh. 
In Anihsnabe tradition a bundle is an extension of your spirit. Idea of creating a bundle for Allyship, include sacred objects and a document declaring Allyship. 
Extra tips! Privilege does not mean you are rich or unaware; some things in life you will not experience or have to think about just because of who you are. Listen and learn - it is hard to listen if you aren't ready to learn something or have your mind changed about something. Speak up but not over - don't take credit for things the group is already doing or saying. "If the fight for equality was a girl group the ally wouldn't be Beyonce, or Kelly, the ally would be Michelle". 

• Celebrate small (sometimes unconventional) successes with students in school. Not just graduation but single course completion, module completion, consistent attendance, enrolment etc.

When you consider the history of our Indigenous students' families (many of which include stories of relatives who went to residential school), conventional success in high school may not be in the immediate plan. For many families school does not register as a welcoming place and so it takes time to reintroduce school as a positive and very possible safe community. Indigenous Education has always existed, and teachings often surround the student outside of school. This education focuses on four essential questions: Who am I? Why am I here? Who can help me? Where am I going?

Indspire - National Gathering for Indigenous Education

Sharing Indigenous Voices: From Thoughts to Being:

2016 National Gathering for Indigenous Education

Truth and Reconciliation, an Educators Guide: containing 20 education plans with learning strategies, resources and assignments to bring education on the TRC to the classroom. The TRC spent seven years examining the history and legacies of the residential school system. In June 2015 the TRC presented the final report alongside 94 Calls to Action. The legacies of residential schools on Aboriginal communities cannot be understated. Education must not just unearth the past but also determine what we can do about it in the future. Justice Murray Sinclair stated "Education is the key to reconciliation". 
Facilitators: Dr. Niigaan Sinclair, Professor and Head of Native Studies, University of Manitoba, MB. 

Restorative Practices with an Aboriginal Perspective in the classroom: teaching derived from Restorative Justice, employing methods for individuals to be held accountable for their actions against others. Workshop also went into detail about four traditional teachings: medicine wheel (additional activity), seven grandfather/grandmother teachings, sharing circle and elder and oral traditions. Also learned from the Black Elk teaching "All things made to be in a circle". 
Facilitators: Sandra Samatte (Educational Consultant, The power of Seven, Grand Rapids MB) and Holly Linski (Educational Consultant, The Power of Seven, Grand Rapids MB). 


Blanket Ceremony "Walk a Mile in Our Footsteps": Facilitated through KARIOS, in the Blanket Exercise participants take on the roles of Indigenous peoples in Canada. Standing on blankets that represent the land, they walk through pre-contact, treaty-making, colonization and resistance. They are directed by facilitators representing a narrator (or narrators) and the European colonizers. A very practical tool to use - if carefully facilitated - with adults and youth. 
Facilitators: Alison Cox (Aboriginal Circle of Educations, Winnipeg MB) and Angela Fox (Aboriginal Circle of Educators, Winnipeg MB). 

Film and presentation from the NFB "An Educator's Guide to Trick or Treaty? and Hi-Ho Mistahey": a framework for introducing these films into the classroom and examining how they relate to Indigenous issues in Canada by tracing the Canadian Treaty process. Film "Trick or Treaty?" focuses on treaty process, role of oral history, and youth participating in change. Film "Hi-Ho Mistahey" focuses on what is equal vs. equitable and the impact of youth involvement. Other films to check out include: "We Can't Make the Same Mistakes Twice", "This River", "The Road Forward", "Angry Inuk". 
Facilitators: Ross Johnstone (NFB), Brad Baker (District Principal Aboriginal Ed BC), and Stephanie Maki (Aboriginal Academic Support Teacher BC).


Indigenous Ally-ship and Education: Exploring what it means to become an Indigenous ally and how to create culturally safe spaces and environments for Indigenous students as an ally. Introduced to the "Anishinaabe Bundle", something that can be built as an individual or as a school community - an extension of spirit. A bundle for allyship could include sacred objects and a document declaring allyship. Learned about the teaching from Tecumseh: "A single twig breaks but the bundle of twigs is strong". An ally is a personal from the dominant group who works for the equality of a minority group. 
Facilitator: Eddy Robinson (Indigenous Education ON)


Building Student Success through Mentorship: focusing on Aboriginal Student Leadership groups and their impacts on school community. These leadership groups have created opportunities for Indigenous students to learn about their identity and take park in community social justice.  Suggested steps: plan team building, provide student voice, start small, provide food, don't be discouraged by small numbers, advertise, write grants to support activities, give credit. 
Facilitators: Bernadette Smith (Seven Oaks School Division, MB) and Ryan Cook (Seven Oaks School Division MB)

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