in learning related to truth and reconcilia- tion with kindergarten students, specifically questioning what practices could support their development of knowledge, skills, and understanding about truth and reconcili- ation. As I was completing my course work and beginning my dissertation research, I was also applying my new learning to my practice as a kindergarten teacher and exploring how I could respond to the TRC Calls to Action with my students.
GETTING STARTED: INTERROGAT- ING MY CURRENT PRACTICE
I began by reflecting on my current practice. I asked myself what I was doing to engage in teaching and learning about truth and rec- onciliation in the kindergarten classroom. How was I building knowledge, skills and un- derstanding with the students that I taught? What learning and unlearning did I need to do in order to be able to actualize this work within the classroom context? What ap- proach could I take to engage with this work, and how would I communicate it to others? Tese reflective questions provided an oppor- tunity to think through how I was approach- ing reconciliation and how I could ultimately respond to the question – what could this look like in a kindergarten classroom?
RETHINKING PRACTICES AND DEVELOPING AN APPROACH TO TEACHING AND LEARNING
Orange Shirt Day is recognized as a day of significance in our school board on Septem- ber 30. Although I knew that these days of significance would be part of the learning we would be engaging with, I was aware that teaching and learning about truth and rec- onciliation must move beyond this one day and be embedded throughout the school year. Since Orange Shirt Day occurs early in the school year, it provided an opportunity to begin digging deep, specifically engaging in learning with kindergarten students about the residential school system. While our learning started with Orange Shirt Day, we continued to build and layer onto this learn- ing throughout the school year. One of the largest shiſts in my practice
focused on engaging in place-based educa- tion and continuing to nurture students’ relationship with the land. A report by the Truth and Reconciliation Commission states that “if human beings resolve problems be- tween themselves but continue to destroy the natural world, then reconciliation remains incomplete.” By rethinking where learning
takes place and focusing the learning on the land, I attempted to shiſt my practice. We spent extended periods of time daily learn- ing with and from the land and developing an understanding of place in the community in which students lived. Tis led to learning and conversations about treaties, how to pro- tect and care for the land, as well as access to clean drinking water and water rights.
SLOWING DOWN AND NOTICING OPPORTUNITIES FOR LEARNING
Te more I focused on teaching and learning about truth and reconciliation, the more op- portunities I saw for integrating this learning into authentic teachable moments that oc- curred in the classroom. We had been learn- ing about treaties as well as the land acknowl- edgment and the meaning of the words that we said daily, and how these connected to other learning related to truth and reconcili- ation. One day, while walking by the front of the school, a student stopped and noticed the school sign at the end of the driveway that in- cluded the name of the school, address, and board logo. She asked how people who were visiting the school would know the treaty land the school was located on if they were not present for the announcements and visit- ing for the first time. I paused for a moment to reflect on how my response as an educa- tor could impact the potential for learning in this moment. I could have answered her question, but I decided that this moment could act as a spark, a natural opportunity for further inquiry. I asked the students what their thoughts
were in that moment. A passionate discussion ensued, and students decided that they want- ed to act and advocate to change the school sign so it acknowledged the traditional terri- tory the school is on. Tey felt it was impor- tant that anyone visiting the school or in the community was aware of the treaty land they were on. When we returned to the classroom, we talked about how to turn their plans into a reality. Tey brainstormed who they could discuss their plans with, and we engaged in discussion and learning about who had the power to change the sign. Students decided they wanted to write a letter to the school ad- ministrators and the school board to advocate for the change. During this process, we talked about what they thought should be included on the sign so everyone could understand their role as a treaty partner. Students were also eager to investigate what materials would be suitable to use for the sign so it would withstand the natural elements. Tis provid-
“
I ASKED THE STUDENTS WHAT THEIR THOUGHTS WERE IN THAT MOMENT. A PASSIONATE DISCUSSION ENSUED, AND STUDENTS DECIDED THAT THEY WANTED TO ACT AND ADVOCATE TO CHANGE THE SCHOOL SIGN SO IT ACKNOWLEDGED THE TRADITIONAL TERRITORY THE SCHOOL IS ON. THEY FELT IT WAS IMPORTANT THAT ANYONE VISITING THE SCHOOL OR IN THE COMMUNITY WAS AWARE OF THE TREATY LAND THEY WERE ON.
” ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 15
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