RACHEL MISHENENE I


A PERSONAL JOURNEY


n January, I had the privilege and honour of representing ETFO at the National Centre for Truth and Recon- ciliation Education Roundtable at the University of Manitoba. Despite the


-30 degree temperature in Winnipeg, it was good to be with people from various teacher federations and ministries of education from across Canada. We came together to discuss best practices and next steps in Aboriginal education. During that week, everything I did at work revolved around truth and rec- onciliation, from writing an article for Voice, brainstorming and planning a two day webi- nar for members, to delivering a workshop for the Spirit Horse leads on the TRC. It was also a time for refl ection. I wore


three pieces of beaded jewelry that week to remind me of how important our work in education and reconciliation truly is. I wore a red and turquoise beaded neck-


lace that was gifted to me when I was in my late teens by my grandmother. I wore this to acknowledge the sorrow she bore when her children were taken away to residential school. As a parent, I can’t imagine the heartache. I wore a white and blue beaded brace-


let that my mother made for me years ago. I wore this to acknowledge the pain she ex- perienced as a youth in her community. My mother has a grade one education and was responsible for looking after her grandpar- ents. When the children left for school, she stayed with her grandparents on the land. Later, when she returned to her community, it was stricken with grief and immense pain. All of the children were gone. Imagine that – a community with no children. She told me, “it was like someone had died in the commu- nity – but everyone had lost someone.” The thought of this is unimaginable. Last year, my great-niece Kaleigh-Jo made me a pair of hooped earrings adorned with turquoise and white beads and a silver feather hanging in the centre. I wore this to acknowl- edge hope for a future that includes educa- tion that appropriately and authentically in- cludes her cultural heritage and our shared history, as this will empower her and bring our communities together. These three items are gentle remind- ers for me. They speak to our resilience,


18 ETFO VOICE | SPRING 2016


strength and perseverance as Indigenous people, as well as to where we’ve been and where we’re going. I did not see my cultural heritage or


worldview represented in my learning envi- ronment, and I have had my share of expe- riences with racism within and beyond the school walls. These impacted me personally and academically. Grow- ing up, I didn’t have a holistic


perspective on


the issues that were pres- ent in Aboriginal com- munities and families. I just remember thinking that it was crazy that so many people of Aborigi- nal descent were expe- riencing similar issues in communities across Canada. Through the eyes of a young adult it just didn’t make sense. Due to the racism I experienced while attending elemen- tary and secondary school, I felt shame about my cul- tural identity. I internal- ized negative perceptions and I remember thinking, “Why couldn’t we be just like them?” Some years after dropping out of high


ever talked about residential schools. The missing pieces were now in place and I was able to see the whole picture. Reconciliation can happen in many ways.


I DID NOT SEE MY CULTURAL HERITAGE OR WORLDVIEW


REPRESENTED IN MY LEARNING ENVIRONMENT, AND I HAVE HAD MY SHARE OF EXPERIENCES WITH RACISM WITHIN AND BEYOND THE SCHOOL WALLS. THESE IMPACTED ME PERSONALLY AND ACADEMICALLY. GROWING UP, I DIDN’T HAVE A HOLISTIC PERSPECTIVE ON THE ISSUES THAT WERE PRESENT IN ABORIGINAL COMMUNITIES AND FAMILIES.


school, I obtained my grade 12 equivalency at a community college. It wouldn’t be until I was enrolled in an “Aboriginal” program at the college that I would learn about our history in Canada – treaties and agreements, the Indian Act, the White Paper, Aboriginal rights, and a few other important pieces of Canadian history that seemed to somehow be absent from the mainstream curriculum. However, it was my introduction to the In- dian residential school system that was the real eye-opener. Like many other Aboriginal people in Canada, particularly of the genera- tion that did not have to attend this school system, this was the fi rst time that I would learn about Indian residential schools and their impact on Aboriginal people. It was like I found the missing puzzle pieces to under- stand my experience. No one in my family


My journey in reconciliation began years ago. It included looking at the child in me and forgiving her for the shame she felt. She did not know that what she saw happening in Aboriginal communi- ties was part of a much larger picture. This larger picture included colo- nialism and oppression that aimed to destroy the identity and dignity of Aboriginal people. My journey in reconciliation also includes doing my part in education. The rich diversity and world- views of Aboriginal peo- ples and the cultural ped- agogy of each group are unique. I acknowledge and honour the strength and perseverance that we share collectively. In education, I continue doing my part to ensure that Aboriginal peoples are appropriately and authentically refl ected in


learning environments and the curriculum. I support my ETFO brothers and sisters by providing them with learning opportunities that encourage, inspire and engage them in reconciliation. My personal journey as an Aboriginal


person in education has been challenging and stimulating both emotionally and ana- lytically. It went from having been excluded from the curriculum and dropping out of high school to learning about the history of Canada and understanding the impacts it has had on Aboriginal peoples. And now I am working for the largest teacher union in Canada. I’m grateful for the journey thus far and for the opportunity to refl ect on my own experience and that of my family. I really had to examine my own place in the reconcilia- tion process. It begins with me. Reconcilia- tion begins with each of us. n


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