Reconciliation Through Education: A Review of Achieving Indigenous Student Success: A Guide for Secondary Classrooms

Abstract

This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school.

Facilitating reconciliation in the classroom:

“…Dion (2016) advises non-Indigenous teachers, for example, to implement ancestral teachings in their lessons, including the work of Indigenous visual artists, filmmakers, musicians and writers. In a collaborative partnership, Indigenous and non-Indigenous educators have the greatest ability to mend the inimical relationship between Indigenous and non-Indigenous Canadians, for it was education that was used to suppress Indigenous peoples for generations (Aitken & Radford, 2018;Montero & Dénommé-Welch, 2018;Warrington, 2018).…”

“…The TRC's 94 Calls to Action outline the clear steps that need to be taken to redress the historical and societal injustices perpetrated against Indigenous peoples and to make amends for the atrocities committed by the residential school system (Reynar & Matties, 2018). The education system plays a key role in the reconciliation process as 7 of the 94 Calls to Action pertain to educational initiatives and responsibilities that the federal government can facilitate in schools across the country (Montero & Dénommé-Welch, 2018;Tremblay-Beaton, 2017;Warrington, 2018). For example, the TRC calls for the educational gaps to be curtailed between Indigenous and non-Indigenous students and for the elimination of the financial hurdles that prevent many Indigenous youths from accessing post-secondary education (TRC, 2015).…”

“…Classroom teachers are key stakeholders in the reconciliation process and in helping to establish meaningful and respectful relationships with Indigenous peoples (Warrington, 2018). At the classroom level, teachers are entrusted to meet the needs of Indigenous learners and engage students in a culturally appropriate curriculum that incorporates Indigenous perspectives (Montero & Dénommé-Welch, 2018;Warrington, 2018). The TRC calls on teachers to "teach ageappropriate curriculum on residential schools, treaties, and Indigenous people's historical and contemporary contributions to Canada" (TRC, 2015, Call 62).…”

“…These initiatives allow for better cross-cultural understanding, and by facilitating these projects, teachers encourage Indigenous and non-Indigenous youth to develop meaningful connections with one another and develop relationships based on mutual understanding (Datta, 2019;Dion, 2016;Preston et al, 2017). Montero and Dénommé-Welch (2018) believe that if teachers embrace the idea of decolonising education, there can be a shift in the way Indigenous youths perceive themselves and how non-Indigenous students view Indigenous students. This can be facilitated through initiatives like the woodwinds project at École Lavérendrye and the traditional birch bark harvest at St. John's High School, as these endeavours create space for Indigenous knowledge and perspectives to be integrated into the curriculum.…”

“…This can be facilitated through initiatives like the woodwinds project at École Lavérendrye and the traditional birch bark harvest at St. John's High School, as these endeavours create space for Indigenous knowledge and perspectives to be integrated into the curriculum. Too often, teachers simply introduce Indigenous topics without delving deeper into specific Indigenous worldviews, traditions and practices (Montero & Dénommé-Welch, 2018). The Winnipeg School Division initiatives such as introducing learners to the importance of sustainability in Indigenous culture and learning about the important role of the flute in Indigenous society allow students to be kinaesthetically engaged with Indigenous traditions and practices in a meaningful way.…”