Decolonization In Canada - TRC "Calls to Action"

Murray Sinclair inspired a path for growth which would allow the youth in my school the opportunity to have students of various disciplines work together on an inquiry project examining important current issues based on the 94 Calls to actions released by the Truth and Reconciliation Commission after the apology issued by Prime Minister Harper. This collaborative inquiry that I lead at my school allowed for multiple perspectives to be seen and heard by our students. The collaborative inquiry included a partnership between my colleague S.C, who is of European descent and with a specialty in History; my mother/colleague, T.H who is of Ojibway heritage and with a specialty in Anishinaabemowin Language; myself, with dual Ojibway and Scottish heritage and with a speciality in Arts & Culture; and with our students. We worked together in a holistic way, holding sharing circles that allowed different perspectives to emerge, which was unique in itself. After providing some cultural context and background, the students chose to investigate:​ Calls to action #14 - Language; #24- Health Care; and #74- Child Welfare. The students worked well together as they valued the gifts and experiences of the whole person which allowed them to understand the importance of the Calls to Action and its relation to their identity as Aboriginal students in Canada. As evidenced by this example, these transitions and intense changes have the potential to occur in our education system through an exploration of Indigenous history. Likewise, an examination of Indigenous worldviews brings us closer to an understanding and acceptance that allows for healing. After the collaborative inquiry, the teacher leads reflected on how the inquiry identified all of the Seven Grandfather teaching implications that had been outlined by Pamela Toulouse in “bmadzowin”. Reflecting upon the collaborative inquiry allowed us to re-evaluate how we view, teach, and value education and its purpose and questions around the accountability of the decision makers of that time. The 94 calls to action provide Indigenous and non-Indigenous people with a way to be accountable as we both re-evaluate and work to rebuild the relationship, with education being the tool for change.