I’ve been at a couple of gatherings recently where I was asked to reflect on my personal Journey toward Reconciliation. This is a new question for me. Up until recently, I think I had viewed it as Canada’s journey toward reconciliation. Or as Education’s journey to inclusion. Or perhaps as Educators’ journey to understand and embed First Peoples' Principles of Learning into our practice. I was an interested observer.
That’s not quite right. I was more than an interested observer. I have reflected on the findings of the Truth and Reconciliation Commission. It was important to me that our family visited the U'mista Cultural Centre in Alert Bay when we were in Port Hardy two summers ago. We have had conversations about Residential Schools as a family, have learned about spirit totems and symbols, learned a bit about the Indigenous history of our area. I spent several years on the Indigenous Education Advisory Committee for my previous school district, and felt I was part of the conversation regarding supports and opportunities for our learners. I have invited Elders and other First Nations’ resource people into my classroom to lead discussions and activities. I think I was moving from Awareness to Developing my understanding, I wanted to be doing supportive, respectful work with learners. I had boarded the canoe.
Over the course of the past few months, I have been blessed with invitations to some rich conversations that have profoundly shifted my outlook. I usually look at motivation and engagement through the lens of wanting to move from thoughts to action, but it has suddenly dawned on me that this is far from a linear progression. (Thank you Linda and Judy. I’ve had enough practice now that I don’t need to look for the Spirals anymore, they just seem to find me 🙂).
I recently explained to some colleagues that I am a “do-er”. I approach new learning by making to-do lists and looking for my action steps. I’ve come to realize that’s only going to get me part way there. Not that action steps are a bad thing. It’s just super important to take the right ones. I am aware that my personal journey toward reconciliation is going to take some more reflection and planning.
What led to this shift?
First, a conversation with colleagues where we all shared a bit about our own journeys. I thought we would talk about what we had “done”. (I talked about my visit to Alert Bay). We did. But the part of the conversation that stayed with me wasn’t the stories of what others had done specifically around reconciliation. It was the part of the conversation where I learned a bit more about who my colleagues are, about their personal journeys in life. About understanding one another and our perspectives on a deeper level.
We were asked to introduce ourselves in a way that shared a bit about our heritage and our childhood. I have heard Elders and others describe where they were from as part of a Welcome or Acknowledgement before. I saw this as a way to learn a little bit about the person, but until we all did it as part of a larger conversation, I didn’t realize how profoundly this could help build community amongst those present, how it would build connection and link our stories. At first, I wasn’t even sure what to say about myself. My family is my family, but I’ve never really deeply considered how my heritage has shaped me. I don’t know much about my family prior to my Grandparents’ generation. That history isn’t in Canada, and, for a number of reasons, it’s pretty hard to track down.
The second conversation that shifted my thinking was a visit to the Stz'uminus Secondary School for sharing session. I was invited by Anne Tenning, our District Principal of Aboriginal Education, to come and listen to community members share their thoughts and suggestions about things we could do at school to help their children be more successful. One of the individuals who shared talked about how challenging it is for our First Nations students to walk in two worlds. I have thought about this before, but the second part of her message landed in a different way.
She went on to explain that the part schools often missed was that while there was sometimes an acknowledgement by the school that we ask a lot from our kids when we expect them to blend public school experiences with cultural traditions and expectations, but that it is not well understood that in doing this, we can also create a tension that is un-resolvable for many of our kids, because many teachers don’t really understand that , for our Indigenous learners, culture has to come first. That the celebrations, or traditional practices in the community, take priority over school expectations. It’s not that school isn’t important. It’s that the other pieces are essential, and are deeply rooted in identity and community. We need to respect and embrace this in a deep and authentic way for our learners to feel safe and successful in our classrooms.
She went on to explain that the part schools often missed was that while there was sometimes an acknowledgement by the school that we ask a lot from our kids when we expect them to blend public school experiences with cultural traditions and expectations, but that it is not well understood that in doing this, we can also create a tension that is un-resolvable for many of our kids, because many teachers don’t really understand that , for our Indigenous learners, culture has to come first. That the celebrations, or traditional practices in the community, take priority over school expectations. It’s not that school isn’t important. It’s that the other pieces are essential, and are deeply rooted in identity and community. We need to respect and embrace this in a deep and authentic way for our learners to feel safe and successful in our classrooms.
In that moment, I realized that, although I was aware our students sometimes walk in two worlds, I had unconsciously made an assumption that my job was to help them figure out a way to walk more successfully in mine. I drove home from that evening feeling excited about possibilities. I can’t wait to connect with the community to learn more and to work with them to find ways to invite aspects of our local First Nations culture into our school. Not in an "add-on" or "special event" kind of way, but as part of the way we learn and grow together, every day.
Having said that, special events can be pretty special too. Last Thursday evening, I was part of the Aboriginal Graduation for our school district. I've been to similar events before. But this was extra-special for me. I have always enjoyed the performances by groups of students from the schools. It's lovely to see children sharing something they've learned with an audience. But Thursday, I was surrounded by community members who had come together to celebrate their children's accomplishments in a way I have not been part of in the past. Adults and children drumming and dancing and celebrating together. It was not a school district event where we invited the community in. It was an event for and by the community that school district staff and other guests were welcomed into. The dances were not simply performances. They were authentic, organic celebrations. I was surprised when one of my students, whom I've never seen in front of a crowd like that, sang with abandon and joy. My heart was full.
Having said that, special events can be pretty special too. Last Thursday evening, I was part of the Aboriginal Graduation for our school district. I've been to similar events before. But this was extra-special for me. I have always enjoyed the performances by groups of students from the schools. It's lovely to see children sharing something they've learned with an audience. But Thursday, I was surrounded by community members who had come together to celebrate their children's accomplishments in a way I have not been part of in the past. Adults and children drumming and dancing and celebrating together. It was not a school district event where we invited the community in. It was an event for and by the community that school district staff and other guests were welcomed into. The dances were not simply performances. They were authentic, organic celebrations. I was surprised when one of my students, whom I've never seen in front of a crowd like that, sang with abandon and joy. My heart was full.
I think I’m raising my paddle and beginning my journey into deeper waters. I’m learning how to listen and to ask questions so that I can really understand and advocate for things that are designed not just to help our kids walk in two worlds, but to make sure that more of their world is embraced as part of their school life.
I’m confident this will support not only our Indigenous learners, but all of our learners. We will all benefit from being better listeners and from learning to understand one another. I now see that it’s not about listening so that I can create my own to-do list. It’s about sincerely, deeply learning, and about finding ways to go on this journey together. I am so excited to begin, because they are all our kids.
