Having just completed the SD79 Meet and Eat seminar on Reconciliation last week, and having had the weekend to read through a new reconciliation textbook called, Speaking Our Truth (along with the associated Teachers’ Resource Guide), I have taken another dive into the depths of thinking about reconciliation as an educational outcome within the new BC curriculum. I am very fortunate to have a neighbor and friend who is an elder and residential school survivor of the Mission Residential School who is willing to dialogue with me about his experiences and perspectives. I read the book over the weekend and then sat down with him over coffee today to discuss the material presented in the book. Before sharing his insights, I would like to offer my own reflections about the book. The book is written from an indigenous perspective by Monique Gray Smith, and is framed through the 7 sacred teachings of honesty, truth, respect, humility, love, wisdom and courage/bravery. The author’s intention is to use these teachings as the container through which children explore this dimension of our history. First, I would like to say that the layout, imagery and primary source materials shown throughout the book provide learners with a wide range of perspectives on the history of colonization and residential schools in Canada. It provides a collection of primary and secondary source material that learners can use to explore the topic. I found the book very informative and I learned some things that I did not yet know...which is important, seeing as I may use this text in my teaching at some point. There are a number of very powerful quotes from important historical and contemporary political figures that showcase the ‘then and now’ thinking related to colonization, systemic racism, residential schools, the Indian Act and the impacts of all of these on indigenous communities today. Some of these figures include John A. MacDonald, Dr. Bryce, Justice Murray Sinclair and Chief Robert Joseph. As an educator learning about this topic, I wonder how much to share of the story so as not to re-traumatize any intergenerational survivors. The text is open and honest about the atrocities that occurred, and simplifies complex concepts such as internalized racism and cultural genocide using language that children can understand. There is no sugar coating here. I was moved to see the term ‘cultural genocide’ defined and discussed in the first few pages in the chapter on honesty. Sensitive information about the abuses perpetrated at the schools; atrocities such as physical, emotional, verbal and sexual abuse, punishment by electric chair, nutritional deprivation, and forced sterilization are described in the text. After presenting the truth of what happened, the text goes on to a chapter on ‘Love’, which explores what reconciliation means from different perspectives, both young and old. The activities of the TRC are discussed and reflections from young learners and elders are shared. There is an emphasis on reconciliation through relationships and dialogue. In the last chapter, the focus is on taking action in meaningful ways that help to heal, not to hurt. The book ends with a summary of reconciliation projects and initiatives. This book also comes with a Teachers’ Resource Guide written by Tasha Henry that is full of very engaging lesson ideas for each chapter. Some of the highlights of the guide include the development of essential questions for almost all the learning activites, a ‘learning grid’ that maps out learning activities according to the FPPL, and suggestions for digital , print and art resources that showcase contemporary indigenous voices and perspectives. The essential questions, ones such as, “why do we need to go on a journey of reconciliation”?, “what attitudes do we need to go on this journey?”, and “what attitudes are not welcome on this journey?”; are profound for students to explore, and helpful for educators to use in their own learning and inquiry into reconciliation. When listening to my elder friend Hegus, I heard another perspective on the topic of reconciliation. He said the book should say that there was a ‘genocide’, not a ‘cultural genocide’, because many indigenous people died and continue to die as a result of colonization. He also says that the genocide that occurred began at contact on the west coast and has continued until today through illness, suicide and addictions resulting in loss of life of indigenous people. He agreed with the facts that were presented in the chapter on ‘Honesty’, however, he said, “its just words on a paper and everything that has been happening to us just keeps happening in a different form”. He is speaking mainly of the refusal of the Canadian government to recognize indigenous rights and title and the impacts this has on indigenous communities. I remember hearing an educator at the workshop say that she would like to see the School District generate a ‘list’ of residential school survivor speakers who are ‘past the blaming and pointing fingers’. My question to her, (retrospectively) would be, ‘is continuing to voice resistance against the ongoing oppression of indigenous people in Canada something that indigenous people need to ‘get over’?... What attitude does her statement actually convey? It is because of attending this workshop and reading this text that I begin again in my personal quest to reconcile myself and my own history with that of my indigenous neighbors. In my opinion, this text and teachers’ guide provides the accurate history of Canada’s colonization process and residential schools to young learners in a manner that is honest and truthful while moving learners toward meaningful action. This is an excellent resource for a social justice/socials/history unit at an intermediate level. Image Attribution, CCO on Pixabay
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Video by Sephelonor on Pixabay, CCO
Heather Fisher
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