This article from Dr. Kate Freeman, Shawn McDonald and Dr. Lindsay Morcom (2018) discusses the ways in which we can work towards truth and reconciliation in our classrooms as educators. This article fits well with a few of the topics I am researching for my final project: Barriers to implementation and Meaningful and respectful implementation. It made me reflect on the ways in which I try to incorporate Indigenous knowledge into my classroom. A few of my key takeaways from the article:
- “It’s very important that teachers realize that the education system has been used to rob Indigenous people of their languages, their cultures, and their communities through the residential school system. This is why teachers have a responsibility to work with Indigenous people, families, and communities, rather than continuing to work in a system that speaks for Indigenous people, families, and communities – that is, don’t do for, do with.”
- “Fortunately, teaching is not about having all the answers and teachers are not being asked to be experts on all of Canada’s Indigenous people.”
- “Ask yourself: “If I were a member of the group in question, could I be offended?” Take history into account, and show empathy.”
- “The inquiry approach is a wonderful opportunity for teachers to move metaphorically from the position of all-knowing sage in front of their students, to co-learning partner sitting beside their students.”
- “It’s not about teaching everything, it’s about having the integrity and humility to teach something”
