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Fostering Reconciliation

Inspiring Public Confidence The Ontario College of Teachers’ 2016 Conference

Friday, May 27, 2016

Rebecca Jamieson and Rick Hill

Six Nations Polytechnic

RESPONDING TO THE CALL

TRUTH AND RECONCILIATION 2015

• The Calls to Action report, based upon the

testimony of 6,750 residential school survivors

and witnesses, provides a clear message that it

is time for meaningful healing and reconciliation.

• Many now ask, What does reconciliation like?

• We will explore several ideas in answering that

question.

TRUTH AND RECONCILIATION

• “ ..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 behaviour.”

In the words of Justice Murray Sinclair: “Education is what got us here and

education is what will get us out”. Education is the cornerstone for change.


• How do we bring the 94 recommendations to life

as educators, administrators, leaders, and

parents?

• What promising practices are already

underway?


• How can schools, teachers and citizens, move

beyond guilt and towards responsibility?

• How can we develop a shared understanding of

what path to reconcilation looks like?


• What supports are available as we do so?

Six Nations Polytechnic (SNP) is an Indigenous

Education Institute committed to student

success and well-being, closing the knowledge

gap about Indigenous peoples in Canada and

contributing to a sustainable future for all. In our

experience, supporting one another and

building relationships is critical to realizing the

vision of the calls to action of the Truth and

Reconciliation Commission of Canada

Six Nations Polytechnic

SNP

recovery revitalization restoration

Established 1993

under Six Nations Jurisdiction

1

• Increasing engagement of Six Nations people in the cultural, social and economic systems and structures that sustain our existence.

2

• Closing the knowledge gap that exists in society with respect to the history of the country, the experience of indigenous peoples, the impacts of colonization and trauma, and the outstanding obligations that remain to be addressed (access to lands, resources, cultural and language revitalization, etc.),

3 • Contributing to a sustainable future for all.

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ESSENTIAL STEPS

HISTORICAL ACCEPTANCE of our nations history and agreement to stop the wrongs from the past from

bring repeated

CULTURAL AWARENESS TRAINING histories, cultures and rights are valued and recognised as part of a shared

national identity

COMMITMENT TO AN ACTION PLAN

AUSTRALIAN RECONCILIATION

Reconciliation aims to encourage cooperation and improve harmony between Indigenous and non-Indigenous Australians. It involves improving relationships by developing understanding of how history has shaped our relationship with each other and the importance of respecting each other’s culture. Reconciliation is important not only to Indigenous people but also to Australia’s future as a cohesive nation.

COUNCIL FOR ABORIGINAL RECONCILIATION

• Eight key issues for Reconciliation:

• Understanding Indigenous Country

• Improving Relationships

• Valuing Cultures

• Sharing Histories

• Addressing Disadvantage

• Responding to Custody Levels

• Agreeing on a Document

• Controlling Destinies


Understanding Indigenous Country

• The importance of land and water in Aboriginal

societies

What topics can be addressed?

• Indigenous Philosophies and Worldviews

• Indigenous Ecologies

• Indigenous Settlement Patterns


Improving Relationships

• Better relationship between Indigenous peoples and

the wider community



Valuing Cultures

• Recognizing Indigenous cultures as a valued part of

Canadian heritage.



Sharing Histories

• A sense for all Canadians of a shared ownership of their

history

What topics can be address?


Addressing Disadvantage

• A greater awareness of the causes of Indigenous

disadvantage



Responding to Custody Levels

• A greater community response to addressing the

underlying causes



Agreeing on a Document

• Advancing the process of reconciliation by a document

of reconciliation


Reconciliation Action Plan (RAP)

https://www.reconciliation.org.au/wp-

content/uploads/2016/02/RAP-Impact-Report-

2015_Web.pdf


Controlling Destinies

• Greater opportunities for Indigenous Peoples to control

their destinies.


SOURCE:

• Adapted from: Aboriginal Education Training and

Development Resource, School Support Document,

New South Wales Department of Education and

Training, 1996


• What topics can be address?

ADDITIONAL QUALIFICATIONS WITH SNP

Teaching Mohawk

Teaching Cayuga

Teaching FNMI Children

Mathematics, Primary and

Junior, Part 1

Mathematics, Primary and

Junior, Part 2

KAIROS – A REPORT CARD: CURRICULUM ON

INDIGENOUS PEOPLES

• http://www.kairoscanada.org/what-we-do/indigenous-rights/windsofchange-

report-cards

Topics Covered

Excellent: Includes all four elements (i.e. residential school legacy, Treaties, historical

contributions and contemporary contributions) referenced in Call to Action 62.1 of the

Truth and Reconciliation Commission’s Calls to Action

Good: Includes some of the four elements

Needs Improvement: Includes at least one of the four elements

Significant Work Required: Includes none of the four elements

Mandatory

Excellent: Is mandatory in all grades

Good: Is mandatory in some grades

Needs Improvement: Is optional

Significant Work Required: Is not offered, even optionally

Grades Included

Excellent: Taught from Kindergarten to Grade 12

Good: Taught in two or more grades

Needs Improvement: Taught in only one grade

Significant Work Required: Not offered in any grade

KAIROS would like to highlight that curriculum changes need to happen in partnership with

Indigenous organizations and experts, including survivors. Since it is difficult to assess the

quality of relationships, we have not included these criteria in the report card. However, it is

absolutely crucial that collaboration be at the centre of the work.

ASSESSMENT CRITERIA

FOR CURRICULUM IN EACH

PROVINCE OR TERRITORY

http://www.kairoscanada.org/what-we-do/indigenous-rights/windsofchange-report-cards











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