This is the first blog in a two part series reflecting on my work to be an ally to Indigenous Peoples. With so many teachers taking this path of allyship there is hope for a better future on Turtle Island.
Listening and Reflecting
Many years ago, when I was lucky enough to have Anishinabe grandmother Kim Wheatley as a guest speaker she asked me to confirm the treaty area we were in and which Indigenous Peoples to acknowledge. This was in the days before land acknowledgements were common and I had absolutely no idea what to say. I apologized and she graciously carried on with an opening that covered all Indigenous Peoples.
That experience led me on a learning journey so that I could be better prepared to help students understand the true history of our area. We also started looking into local place names that come from the language Anishinabemowen.
Around that time I attended a professional development session organized by my school board on a First Nation. On that day we heard first hand accounts from a residential school survivor and we learned about intergenerational trauma caused by colonization and residential schools. This was well before Orange Shirt Day/National Day for Truth and Reconciliation was established. This was also before the 215 unmarked graves were located in Kamloops.
I didn’t know what to do to help. I turned to books and started reading. I listened to radio shows and podcasts teaching me more about the truth. I did the Kairos blanket exercise which added more perspective to the problems caused by colonization of this country.
The more I learned, the more action I wanted to take. With support from Indigenous Peoples here are some actions:
– adding new books to the school library with Indigenous authors and illustrators from an Indigenous owned and operated business;
– encouraging Orange Shirt Day recognition at my school, with school wide activities including readings, poetry and music;
-setting up staff purchasing orange shirts from a local Indigenous company;
-hiring guest speakers for speaking engagements, beading, gardening, and art activities.
Two of the most impactful non-fiction books I have read are: The Summary of the Truth and Reconciliation Commission Report, and Seven Fallen Feathers by Tanya Talaga. Both of these books opened my eyes to the true stories experienced by Indigenous Peoples.
When my ally journey began, the Indigenous department at my school board was quite small so I’m very happy to see more consultants available to help teachers with their learning now. The consultants have developed a Passport to Reconciliation which gives suggested activities for each grade. I’ve had very helpful conversations with consultants and I appreciate their patience while I learn how to approach this new learning.
In my next blog I’ll look specifically at how I help students understand land acknowledgements. Please stay tuned!
