OUR JOURNEY INTO RECONCILIA- TION: PREPARING YOURSELF AS AN EDUCATOR


“Reconciliation is not an aboriginal prob- lem – it is a Canadian problem. It involves all of us.”


– JUSTICE MURRAY SINCLAIR


There are three steps to consider in your jour- ney of reconciliation: learning, unlearning and taking action. First and foremost, learn about the history and legacy of residential schools and the impacts this system has had on the overall well-being of Aboriginal families, com- munities and cultures. Talk with others about what you have learned and don’t be afraid to ask questions. This will provide you with con- text and knowledge you were never taught and equip you with new questions and ideas for moving forward in your journey. Secondly, examine how and what we


learned about Aboriginal peoples. Who was telling the story? How much of this informa- tion was accurate and positive? How were we infl uenced in developing our perceptions of Aboriginal peoples? Very few Canadians were exposed to an accurate portrayal of Aboriginal history in Canada and negative perceptions and myths grew from this. Talk about what you learned and don’t be afraid to question this information. This is the unlearning phase and it will take critical thinking and an open- ness to challenging the socially conditioned misconceptions imposed on all of us. Finally, continue to take action. As edu-


cators, we can create positive change in our learning environments and the learning of our students by providing culturally relevant and authentic content and presence. Engage in learning opportunities that will empower you and equip you with tools and information that continue your journey in reconciliation. Talk with others about what you’ve learned and what you need in order to create a more holis- tic and inclusive learning environment. Again, don’t be afraid to ask questions. You have the power to create positive change. Education plays a key role in reconcilia-


tion. As educators and community members on the traditional territories of Indigenous peoples, we have the power to bring about positive change in our classrooms, schools, community and families by initiating chang- es in our teaching practices and calling for change in the larger systems that impact poli- cies and programs. n


Rachel Mishenene is an executive staff member at ETFO.


Debbie Stephens holds an eagle feather as she pauses before the start of the Walk for Reconciliation


RESOURCES & OPPORTUNITIES


The Elementary Teachers’ Federation of Ontario believes in the importance of


reconciliation and acknowledges


the role we play as educators and the obligation we have to support ETFO members in their journey of learn- ing and reconciliation. Here are sev- eral opportunities and resources that ETFO has developed or is in the pro- cess of developing for members.


spirithorse.ca has FNMI and TRC re- sources and professional development materials for locals


Aboriginal History and Realities in Canada Grades 1-8 Teachers’ Resource (2015)


Engaging the Aboriginal Learner (June 2016) and an FNMI Literacy Growth Chart


Available through shopETFO


Professional development and learning opportunities for members:


Engaging Aboriginal Families and Com- munities workshop (2016)


Deconstructing Stereotypes and Engaging Aboriginal Families and Communities workshop (2016)


ETFO webinars on Truth and Reconcili- ation (April, 2016)


An online Additional Qualifi cations course, Teaching First Nations, Métis and Inuit Children (ongoing)


Online FNMI Book Club (May, 2016)


ETFO Aboriginal Education Symposium (May 2016)


Contact rmishenene@etfo.org for more information.


ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 17


THE CANADIAN PRESS/JUSTIN TANG


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