This paper represents preliminary findings of a collaborative educational research endeavour to take seriously calls for reconciliation with Aboriginal people within a Canadian context of ongoing colonialism. More specifically, the research takes place in the province of Saskatchewan, where treaty education is mandatory in K–12 classrooms. In this context, critical race theory is used as our theoretical foundation. Working with elementary students, their teachers, and members of the community to support the implementation of treaty education, we draw upon qualitative research methodology and the methods used in participatory action research and digital storytelling. These particular methods are congruent with an inquiry learning approach often used with elementary students. The paper describes the work of young people and their teachers in creating digital stories in which they explore the significance of treaty education and what it means to be a treaty person. It also explores the challenges of this work with respect to teacher, student, and researcher engagement and the ongoing systems of oppression that influence and inform the relationships between First Nations and non-First Nations people in Canada.

In this article, the authors present the teachings of nēhiyaw (Cree) Emerging Elder and Knowledge Keeper Joseph Naytowhow. In a celebrated nēhiyaw (Cree) fashion, storytelling and language are used as examples of a non-linear and sometimes complicated journey back to self, culture, nature and healing. Against the background of being kidnapped, imprisoned in a religious institution, and robbed of all-things nēhiyaw (Cree), this article offers a sense of Joseph Naytowhow’s journey back to intimacy, love, and affection which aids in one’s search for emotional safety. Joseph utilizes nîhiyawiwin knowledge tools such as dreaming to aid in his journey back to nîhiyawiwin (Cree culture) and nehiyawewin/Cree language. From a residential school internee to a leader and Emerging Elder, he notes the importance of mentors in a relational approach to healing. This article provides an invitation through “the sunrise song” to “Wake up!” and create a more respectful and reciprocal world of internal wholeness.

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