Reconciliation

In this section, you will learn about reconciliation and the role of education in reconciliation.

Introduction

In this section on reconciliation, you learn about the importance of reconciliation and implementing strategies in your classroom, school, school district and Board room that include Indigenous learning and how this benefits all students and staff. The Final Report of the Truth and Reconciliation Commission of Canada states,

Reconciliation is about establishing and maintaining a mutually respectful relationship between Aboriginal and non-Aboriginal peoples in this country. In order for that to happen, there has to be awareness of the past, acknowledgement of the harm that has been inflicted, atonement for the causes, and action to change behavior. We are not there yet. The relationship between Aboriginal and non-Aboriginal peoples is not a mutually respectful one. But, we believe we can get there, and we believe we can maintain it. 1

Education about Canada’s historic and present relationship with Indigenous Peoples is central to reconciliation because we must understand the past in order to understand the present. Learning must be authentic and occur alongside Indigenous Peoples rather than apart from them. It is important to understand that reconciliation is on-going, will continue for generations to come, and takes time. It is about repairing harm and mending broken relationships. Reconciliation can happen at personal, professional, and larger social scale levels.

TRC Commissioner Murray Sinclair (Ojibway) stated that “education is the key to reconciliation,” adding, “education got us into this mess, and education will get us out of this mess.” ²

TRC Guiding Principles:

6. All Canadians, as Treaty peoples, share responsibility for establishing and maintaining mutually respectful relationships.³

Calls to Action

The Truth and Reconciliation Commission (TRC) released 94 Calls to Action in 2015 “to redress the legacy of residential schools and advance the process of Canadian reconciliation”.⁴

The Commission writes that “A critical part of this process involves repairing damaged trust by making apologies, providing individual and collective reparations, and following through with concrete actions that demonstrate real societal change. Establishing respectful relationships also requires the revitalization of Indigenous law and legal traditions. It is important that all Canadians understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process.”⁵

The Commission gave us ten guiding principles that we can follow to move forward in reconciliation together.

1. 1. The United Nations Declaration on the Rights of Indigenous Peoples is the framework for reconciliation at all levels and across all sectors of Canadian society.
   2. First Nations, Inuit, and Métis Peoples, as the original peoples of this country and as self-determining peoples, have Treaty, constitutional, and human rights that must be recognized and respected.
   3. Reconciliation is a process of healing relationships that requires public truth sharing, apology, and commemoration that acknowledge and redress past harms.
   4. Reconciliation requires constructive action on addressing the ongoing legacies of colonialism that have had destructive impacts on Aboriginal Peoples’ education, cultures and languages, health, child welfare, administration of justice, and economic opportunities and prosperity.
   5. Reconciliation must create a more equitable and inclusive society by closing the gaps in social, health, and economic outcomes that exist between Aboriginal and non-Aboriginal Canadians.
   6. All Canadians, as Treaty peoples, share responsibility for establishing and maintaining mutually respectful relationships.
   7. The perspectives and understandings of Aboriginal Elders and Traditional Knowledge Keepers of the ethics, concepts, and practices of reconciliation are vital to long-term reconciliation.
   8. Supporting Aboriginal peoples’ cultural revitalization and integrating Indigenous knowledge systems, oral histories, laws, protocols, and connections to the land into the reconciliation process are essential.
   9. Reconciliation requires political will, joint leadership, trust building, accountability, and transparency, as well as a substantial investment of resources.
   10. Reconciliation requires sustained public education and dialogue, including youth engagement, about the history and legacy of residential schools, Treaties, and Aboriginal rights, as well as the historical and contemporary contributions of Aboriginal peoples to Canadian society.”⁶

Eleven of the 94 Calls to Action relate directly to education, although the majority correlate with education indirectly. 

In 2014, Alberta Education made a commitment to integrate the Calls to Action into their mandate at the final Truth and Reconciliation Commission event in Edmonton. Alberta Education’s commitment to reconciliation included mandatory content for all Alberta students on residential schools and treaties, a Kindergarten to Grade 12 curriculum development standard, and support for professional learning opportunities for teachers. 

Reconciliation is also about becoming aware of and acknowledging the short- and long-term impacts of policies and attitudes that have contributed to trauma, intergenerational trauma, and negative beliefs and attitudes about Indigenous Peoples. Working with, creating space for, and including narratives of Indigenous Peoples is essential to reconciliation. For example, it is one thing to understand Treaties from the written Crown perspective but acknowledging and learning about treaties from the spirit and intent as communicated by Indigenous People is imperative to reconciliation. 

For All Students

Reconciliation in education is for all students. As Leroy Littlebear, Indigenous scholar, explains, Indigenous students most often feel excluded from seeing their culture, traditions, customs, languages, world views, and way of life reflected in curriculum. School is not a place for Indigenous Peoples empowerment and cultural affirmation.⁷ On the other hand, all students will benefit from seeing Indigenous People included in curricula. The Aboriginal Healing Foundations says that 

In order to create and define clear models and best practices to continue strengthening and reinforcing Aboriginal capacity for social resolution and social action, it is necessary to understand the mechanisms put in place by colonizers to marginalize and downgrade Aboriginal People’s personal roles and lifeways. These mechanisms served to destroy Aboriginal culture and social domains, to restrict their social mobility, to disfavor them in access to resources and to create or accentuate inequities within and between Aboriginal communities.⁸

Implications

A legacy of trauma, colonial policies, negative attitudes, and beliefs contribute to the negative social implications that many Indigenous People have and continue to face. Health researchers B. Allan and J. Smylie explain the effects this has on society: 

The rippling effects of the trauma and rupture caused by colonial policies have served to reinforce or seemingly legitimize racist stereotypes about Indigenous Peoples. The damage caused to Indigenous communities by colonization illustrated through stigma created by poor physical and mental health, high rates of substance abuse, suicide, poverty, unemployment, under-housing and homelessness, and overrepresentation in incarceration and child welfare, may be used as justification for continuing racist beliefs, paternalistic policies, and inequitable treatment. Racist stereotypes have found steady employment beyond policy documents, showing up in public education systems and media coverage, contributing to and reinforcing a naturalized kind of racism that permeates Canadian society.⁹

As educators, we can facilitate opportunities to dissolve negative stereotypes and promote positive thinking about and understandings of Indigenous Peoples. Weaving of Indigenous history, worldview, and culture in our processes and curriculum will enhance opportunities for reconciliation.

Balancing Education

The Government of Alberta’s Education for Reconciliation initiative says, “Education for Reconciliation is a step towards rebalancing the education system, advancing reconciliation and supporting the commitments made by the Government of Alberta in response to the Truth and Reconciliation Commission of Canada Calls to Action.”¹⁰

In 2016, representatives from Alberta Education, The Alberta Teachers’ Association, The Alberta Association of Deans of Education, The Alberta School Boards Association, The Alberta Regional Professional Development Consortia, and The College of Alberta School Superintendents signed the Joint Commitment to Action with The National Centre for Truth and Reconciliation to ensure that all Kindergarten to Grade 12 teachers receive professional development related to First Nations, Métis and Inuit history and culture. This commitment directly correlates with some of the TRC’s Calls to Action such as. 

#62 We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to: i. Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students. ii. Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms. iii. Provide the necessary funding to Aboriginal schools to utilize Indigenous knowledge and teaching methods in classrooms. iv. Establish senior-level positions in government at the assistant deputy minister level or higher dedicated to Aboriginal content in education. 

#63 We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including i. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools. ii. Sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history. iii. Building student capacity for intercultural understanding, empathy, and mutual respect. iv. Identifying teacher-training needs relating to the above. ¹¹

In 2015, the Government of Alberta stated that it was committed to renewing its relationships with Indigenous Peoples based on trust and respectful engagement. As part of this renewal , the government began the process of implementing the principles of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) and the Truth and Reconciliation Commission (TRC) of Canada Calls to Action.

In 2015, Alberta Education initiated a collaborative project to research how to improve the learning outcomes for Indigenous students in Alberta. The Organization for Economic Cooperation and Development (OECD) was invited to shape and implement this research project. The collaborative study investigated evidence-based practices that contribute to improving educational experiences and outcomes for Indigenous students. They identified four key findings in their report “Promising Practices in Supporting Success for Indigenous Students”: 

1. 1. A clear will among leaders in school districts to improve educational outcomes for Indigenous students at every level.
   2. Promising practices are evident.
   3. Practices that benefit Indigenous students also benefit non-Indigenous students.
   4. Deliberate, sustained effort to achieve change at the system level. ¹²

The OECD report recommended six system-level priorities for accelerating change:

1. 1. Monitor student well-being.
   2. Make deliberate efforts to increase participation rates, in particular for early learning and senior education.
   3. Increase student engagement.
   4. Establish high-quality early learning programs.
   5. Support teachers and leaders. 
   6. Engage families by establishing respectful, trusting, and positive relationships. ¹³

Fundamental Shift

The Government also established three professional practice standards: the Teacher Quality Standard (revised), the Leadership Quality Standard (LQS) and the Superintendent Quality Leadership Standard (SLQS) that include a required competency on First Nations, Métis and Inuit foundational knowledge that were implemented in September 2019. One of the indicators in this competency requires superintendents to lead reconciliation in their community, principals lead reconciliation in the school community and teachers lead reconciliation in the classroom. 

SLQS/LQS professional practice standards state

Whereas 

“Principals, school jurisdiction and superintendents play a fundamental role in establishing and supporting the conditions under which the learning aspirations and potential of First Nations Métis and students are realized.”

“Reconciliation “is the process and goal of  creating societal change through a fundamental shift in thinking and attitudes, increasing intercultural understanding to build a better society through learning about FNMI perspectives, experiences, including residential schools and treaties. ¹⁴

Both the Alberta SLQS and the LQS identify the role of leadership “in pursuing opportunities and engaging in practices to facilitate reconciliation within the school community.” These standards define reconciliation as  “the process and goal of creating social change through a fundamental shift in thinking and attitudes, increasing intercultural understanding to build a better society through learning about First Nations, Métis and Inuit perspectives and experiences, including residential schools and treaties.”13  Many individuals, communities, and jurisdictions are engaged in their own journey of reconciliation. Building authentic, sustained relationships with local Indigenous Peoples and communities is central to this process. Please refer to the section on relationship building for further learning and reflection.

Learning must be authentic and occur alongside Indigenous Peoples. It is important to understand that reconciliation will take time, as it is about repairing harm, mending broken relationships, and creating and sustaining positive relationships.      

The SLQS states:

Competency 1-Building Effective Relationships 

1. 1. A superintendent establishes a welcoming, caring, respectful and safe learning environment by building positive and productive relationships with members of the school community and the local community. Achievement of this competency is demonstrated by indicators such as: ) building and sustaining relationships with First Nations, Métis and Inuit parents/guardians, Elders, local leaders, and community members;

Competency 2- Ensuring First Nations, Métis, and Inuit Education for All Students 

1. 5. A superintendent establishes the structures and provides the resources necessary for the school community to acquire and apply foundational knowledge about First Nations, Métis, and Inuit for the benefit of all students. Achievement of this competency is demonstrated by indicators such as: 

(a) supporting staff in accessing the professional learning and capacity-building needed to meet the learning needs of First Nations, Métis, Inuit, and all other students; 

(b) engaging and collaborating with neighbouring First Nations and Métis leaders, organizations, and communities to optimize learning success and development of First Nations, Métis, Inuit, and all other students; 

(c) understanding historical, social, economic, and political implications of: • treaties and agreements with First Nations; • legislation and agreements negotiated with Métis; and • residential schools and their legacy; 

(d) aligning school authority resources and building organizational capacity to support First Nations, Métis, and Inuit student achievement; and 

(e) pursuing opportunities and engaging in practices to facilitate reconciliation within the school community. ¹⁵

The LQS states:

Competency 1-Fostering Effective Relationships.

 A leader builds positive working relationships with members of the school community and local community. Achievement of this competency is demonstrated by indicators such as: establishing relationships with First Nations, Métis and Inuit parents/guardians, Elders/knowledge keepers, local leaders, and community members; 

Competency 5- Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit

A leader supports the school community in acquiring and applying foundational knowledge about First Nations, Métis, and Inuit for the benefit of all students. Achievement of this competency is demonstrated by indicators such as:

1. 1. understanding the historical, social, economic, and political implications of: • treaties and agreements with First Nations; • legislation and agreements negotiated with Métis; and • residential schools and their legacy;
   2. aligning resources and building the capacity of the school community to support First Nations, Métis, and Inuit student achievement; 
   3. enabling all school staff and students to gain a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and contemporary contexts of First Nations, Métis, and Inuit; and 
   4. pursuing opportunities and engaging in practices to facilitate reconciliation within the school community. ¹⁶

Current Contexts

The Truth and Reconciliation Commissions Calls to Action were presented in June of 2015 while the three Alberta Professional Practices Standards, SLQS, LQS and TQS came into effect in September of 2019. Many districts are deep into the commitment to advancing reconciliation while others may be continuing to create or search for entry points to begin to make long term commitments.

Here are 2 examples of leadership by school districts to restore the balance in education for all students in a transparent and accountable manner.

A recent report from the Winnipeg Indigenous Executive Circle “State of Equity in Education Report” 2021 provides evidence-based strategies for the development and implementation of equity-based education policies and programs for Indigenous students that are enrolled in the public schools in Winnipeg. The annual report shares with the public what progress on the initial report’s calls to action has been achieved by school districts and universities. Several of the calls to action are similar to the OECD report “Promising Practices in Supporting Success for Indigenous Students”, monitor student well being  and  deliberate sustained effort to achieve change at the system level etc. Additionally, this recent report identifies the need to increase the proportional representation of Indigenous staff, in all roles within school districts and universities to improve success for Indigenous students and to address the diversity gap. ¹⁷ Promising Practices in Supporting Success for Indigenous Students

Another report 2018-2019 from the Toronto District School Board details the attention that the board undertook over the 3 previous years on the challenge of streaming students in a number of key areas including special education, academic programming and disciplinary process such as suspensions and expulsions. This type of streaming contributes to inequitable outcomes for students, in particular disadvantageous groups of students from racialized, (Indigenous) and lower socioeconomic backgrounds .¹⁸

The monitoring of this data and interventions taken to improve the challenges of streaming are similar to the actions taken in Winnipeg. Toronto District School Board states ‘‘the foundation of this work is through a commitment to professional learning and supporting staff to examine bias, power and privilege as they relate to the student discipline process and encourage the application of human rights, anti-racism and anti-oppression principles.” ¹⁹

In both studies the focus was to monitor the data to measure the impact of the strategies to inform evidence-based decision making and demonstrate accountability to their communities.     

Revealing Truth to Motivate Action

In May 2021, national news spread across Canada of 215 uncovered unmarked graves of children at a former Kamloops Residential school      sent  shock, disbelief, and denial across the Canadian public landscape. This information was not new to survivors, their families  and allies. There are continued calls for justice, accountability, truth and continued uncovering of the dead and murdered children who never made it home. Continued ground penetrating radar is happening  across Canada, revealing human remains of children. Thousands of unmarked graves have been uncovered with more to come yet it is difficult to know exactly how many children died in total at the schools. Some schools across the country paid respects to the children who never made it home and continue the efforts to pay respect. The federal government, as one response, created the federal holiday “National Truth and Reconciliation Day” Murray Sinclair says, “Truth is hard. Reconciliation is harder.”  on the importance of the first National Truth and Reconciliation Day, September 30, 2021 (TRC Call to Action #80) to commemorate the importance of learning the truth of Indian Residential Schools and their enduring legacy.   

Indigenous Commemorative and Awareness Dates  

One day events can be impactful in a school setting, yet it is necessary to weave and build Indigenous content, perspective and knowledge into everyday practice. This type of ongoing professional leadership practice shows a commitment to reconciliation therefore aligning with the SLQS and LQS Emphasis on continual learning and best practice throughout the school year can be done through strategic planning, policy change, resource allocation and long-range planning. With the new federal holiday, it is important that learning about Residential schools and their legacy happens prior to and throughout the school year. If students are not in school on that date, an awareness is built as to why they are not at school rather than just celebrating it as another day off school. 

There are many significant dates that can be woven within the school year with learning also occurring daily. Indigenous calendars that translate the meaning of months into the original language and meanings or stories can also be emphasized within school year planning as starting points for engagement. For example, within nêhiyawak (Cree), the month of October translates to and means “the migrating moon”.²⁰

Specific commemorative and awareness dates can help create entry points for further learning for leaders and learners. 

Some significant Indigenous commemorative and awareness dates include:     

• Reconciliation Ambearristers – Year-Round
• Treaty Days- various dates around the province in alignment with local First Nations
• International Day of the World’s Indigenous People – August 9th          
• School is a Time for Dreams– September-October
• Fall Solstice – September 21          
• International Day of Peace – September 21
• National Day for Truth and Reconciliation – September 30     
• Orange Shirt Day (National) – September 30 
• Secret Path Week – October 17-22         
• Inuit Day (International) – November 7
• Indigenous Veterans Day (National) – November 8 
• Rock Your Mocs Week– 2nd week of November
• Métis Week – 2nd week in November
• Louis Riel Day – November 16th
• Winter Solstice – December 21
• National Ribbon Skirt Day – January 4th
• Imagine a Canada – February Deadline
• Have a Heart Day– February 
• International Mother Language Day – February 21
• Spring Solstice – March 20     
• Elderbeary Day, – March 20th,  
• International Day for the Elimination of Racial Discrimination, – March 21
• Week of Solidarity with the Peoples Struggling against Racism and Racial Discrimination –  March 21 – 28
• We Matter-  Mental Health Week May 2-8, 2022
• National Day of Awareness for Missing and Murdered Indigenous Women, Girls, and 2SLGBTQQIA+ Peoples (MMIWG2SLGBTQQIA+) – May 5
• Bear Witness Day- May 10  
• Moose Hide Campaign Day – May 12
• Honouring Memories, Planting Dreams – May-June
• Summer Solstice June 20-21     
• National Indigenous Peoples Day– June 21    
• National Indigenous History Month – June

Moving Forward

Continued foundational knowledge learning aligned with strategies that dismantle systemic and everyday racism towards Indigenous people is necessary for reconciliation and student achievement in education. When Indigenous foundational knowledge, culture, and history is excluded from curriculum racism continues. ²¹ Interpersonal, organizational, and systemic racism  holds  anti-Indigenous racism in place. ²²

Building a Framework and Plan to Address Equity, Inclusion, Diversity and Anti-Racism states: 

Anti-Indigenous racism is the ongoing race-based discrimination, negative stereotyping, and injustice experienced by Indigenous Peoples within Canada. It includes ideas and practices that establish, maintain, and perpetuate power imbalances, systemic barriers, and inequitable outcomes that stem from the legacy of colonial policies and practices in Canada.

Systemic anti-Indigenous racism is evident in discriminatory federal policies such as the Indian Act and the residential school system. It is also manifest in the overrepresentation of Indigenous peoples in provincial criminal justice and child welfare systems, as well as inequitable outcomes in education, well-being, and health. Individual lived experiences of anti-Indigenous racism can be seen in the rise in acts of hostility and violence directed at Indigenous people.²³

Rocky View schools in Alberta, did a study in 2020 which revealed that many Indigenous students do not attend school, therefore have barriers to academic success and achievement standards because of the racism they face from the content of curriculum, educators, and other students. The study revealed that educators connect lack of attendance to the legacy of Residential Schools which sets the problem in the past when in fact students are facing racism and feelings of not belonging in the present. Racism and a lack of cultural understanding contributes to poor attendance of Indigenous students in Alberta schools which in turn affects achievement. ²⁴

Creating Racism-Free Schools through Critical/Courageous Conversations on Race:

Students who experience racism might 

• • be afraid of going to school      
  • have trouble studying and concentrating in class 
  • stay away from school 
  • feel anxious and unhappy 
  • have trouble making friends 
  • fall behind in schoolwork 
  • get lower results in their exams 
  • not speak their first language for fear of being teased or picked on 
  • reject their own culture and parental values 
  • be confused about their own identity 
  • be aggressive or disruptive 

Teachers who witness or experience racism might 

• • not want to go to work each day 
  • lose confidence in their ability to teach 
  • feel anxious and unhappy 
  • stay away from school
  • lose enjoyment in teaching 

The effects of racism on the whole school include 

• • students making friends only with others from the same background 
  • conflict and fights between students from different cultural or linguistic groups 
  • conflict between staff and students from different backgrounds 
  • unfriendly school environment 
  • parents not having confidence in the school and education system ²⁵     

Conversations about racism within the education system at all levels are important. School division leaders can engage in critical and courageous conversations and initiatives to address systemic related inequities to  help improve community, leadership and learning.26 

In May of 2022, CASS in collaboration with the ATA released a Report on Indigenous Teachers and Leaders in Alberta’s Public School System. The report, in its 6 findings, identified that Indigenous teachers and leaders experience many obstacles, including racism and discrimination. Please read the report for further information on the findings.

Emphasizing Health and Wellness

Learning, relearning , unlearning and uncovering the truths of the shaping of Canada by including Indigenous contexts is a necessary part of the reconciliation process. Deepening knowledge in relation to original ways of knowing, being and doing can create entry points into connecting with community and learners. Emphasizing health and wellbeing of Indigenous students contribute to education success outcomes. Putting  anti-racist education methods into policy and practice to create safe learning environments will benefit all students. Making space and long-term commitments that include Indigenous people in the processes of leading and guiding the process of reconciliation is essential. Becoming aware, acknowledging impacts, and implementing action to support truth telling and reconciliation at leadership levels aligns with the calls to action and quality standards. Essential to reconciliation is finding out and implementing systems to support the success of Indigenous and non-Indigenous learners and educators.

Contributions

Indigenous Peoples continue to survive, thrive, and contribute to Canadian society despite the impacts of colonization on  the people and the lands in which they come from. Throughout the past, present and into the future it is important to recognize contributions of Indigenous Peoples. When colonizers first came to this land they relied heavily on Indigenous Peoples knowledge of surviving in this environment. Travel routes, resources, hunting, harvesting, and medicinal plants knowledge was shared to help the newcomers survive and thrive although exploitation of the shared knowledge and resources was imminent.  Indigenous Peoples also fought alongside both the British and French and when battles were won Indigenous Peoples were no longer considered allies. Relationships of peace were promised yet much of these promises were broken. Despite broken trust many Indigenous Peoples continue to serve the country in many facets of society. There are Indigenous War Veterans throughout history despite having their culture and land colonized. The contributions of Indigenous War veterans is something to be acknowledged and commemorated. 

The Haudenosaunee Confederacy (Iroquois Confederacy’s) Great Law of Peace influenced democratic governing structures that continue to exist today. Within the past and present there are many examples of Indigenous contributions.  Throughout Alberta there are many examples of Indigenous leaders and everyday changemakers that have and continue to thrive and contribute to the shaping of Canada. Some examples of remarkable Indigenous Albertans include Chief Wilton Littlechild, Alex Janvier, Harold Cardinal, Nellie Carlson, Kathleen Steinhauer, Jane Ash-Poitras, Joane Cardinal-Shubert, Dr. Leroy Little Bear, Muriel Stanley-Venne, and  the Métis Famous Five. It is important to seek current and historical examples of Indigenous Peoples within your local community as well as provincially, nationally, and internationally. Seeking connections with and  examples of Indigenous led businesses, artists, politicians, athletes, organizations, and educators that uplift and celebrate Indigenous Peoples is a key component to reconciliation. Within the resource list there are examples to start with, yet the list can be expanded based on local community connections and keeping current.