MODULE 7 EPORTFOLIO

Reconciliation:

Where did I learn about reconciliation?

I have learned about reconciliation through my education program, classroom discussions, Indigenous education modules, and resources such as the Truth and Reconciliation Commission’s Calls to Action. Before this course, I was familiar with terms such as residential schools, Orange Shirt Day, and Truth and Reconciliation Day, but my understanding was more focused on learning about the history. Through this course, I have started to understand reconciliation as something that requires ongoing action and reflection, rather than something that happened in the past.

The resources in this module, including the videos, have helped me think about reconciliation as involving both truth and action. The CBC Kids resource explains reconciliation in an accessible way for young people and connects it to learning about the past and thinking about what people can do moving forward.

Have I been exposed to different definitions and meanings of reconciliation?

Yes. Throughout this course, I have learned that reconciliation can mean different things to different people. For Indigenous Peoples and communities, reconciliation can involve recognition of historical and ongoing harms, healing, justice, self-determination, and meaningful change. For non-Indigenous people, reconciliation can involve learning about Canada’s colonial history, recognizing their responsibilities, changing their actions, and building respectful relationships.

I have also learned that reconciliation cannot simply mean “moving on” from the past. The harms of residential schools, the Sixties Scoop, and other colonial systems continue to affect Indigenous families and communities today. Reconciliation therefore requires acknowledging these ongoing impacts and working toward change.

What work have I done to understand reconciliation and my role?

Throughout the first six modules in this course, I have worked on understanding reconciliation by learning about colonization, residential schools, the Sixties Scoop, treaties, Indigenous rights, the Doctrine of Discovery, MMIWG, Indigenous resistance and resurgence, and Indigenous education.

I have also reflected on my own role as a future teacher. I now understand that my role is not to “fix” reconciliation or speak on behalf of Indigenous Peoples. Instead, I can listen, learn, challenge colonial thinking, build respectful relationships, use authentic resources, and create a classroom where Indigenous students and perspectives are valued.

My work with decolonization and Indigenization has also helped me understand that reconciliation needs to involve changes to the way education is approached. It is not enough to include an Indigenous lesson once a year. I need to consider whose knowledge is represented, how students are assessed, whose voices are heard, and whether my classroom practices create a sense of belonging.

What would I like to continue learning about?

I would like to continue learning about what reconciliation looks like in practice, particularly within elementary education. I want to better understand how I can turn my learning into meaningful classroom actions rather than simply teaching students about reconciliation as a concept.

I would also like to:

• Learn more about local Ktunaxa perspectives and priorities.
• Continue learning from Indigenous educators, Elders, Knowledge Keepers, and community members.
• Learn more about the 94 Calls to Action and how they relate to education.
• Explore age-appropriate ways to teach children about truth and reconciliation.
• Continue examining how colonial practices may appear in my own teaching.
• Learn how to build long-term relationships with Indigenous communities rather than one-time connections.
• Continue learning how to use authentic Indigenous resources respectfully.
• Think about reconciliation as something I practice throughout the school year, not only on September 30.

Overall Reflection

My understanding of reconciliation has changed throughout this course. I initially viewed it more as learning and remembering Canada’s history, but I now understand that reconciliation requires much more than awareness. It involves relationships, responsibility, action, and a willingness to recognize and challenge the ongoing effects of colonialism.

As a teacher, I have an important role because schools can either continue colonial patterns or become places where Indigenous knowledge, identity, culture, and voices are respected and valued. I want to continue learning how to make my classroom a space where reconciliation is reflected in everyday teaching and relationships, rather than something that is only discussed during a particular day or lesson.

Pathways Forward- reconciliACTION

1. Role Models in Education

• My biggest influence in education was my grade 4 teacher. After having moved to a new province, I was extremely nervous and I didn’t speak the primary language. She did everything to make me feel as comfortable as I possibly could, which led to her being the reason I wanted to be a teacher. Another major influence I have in education is my peers in my University of Victoria courses that I am currently taking. The girls in this program are extremely supportive, and I feel very blessed to have a wonderful group of ladies learning alongside me.
• I have learned from my role models that being a lifelong learner is OK, having patience is important, and enjoying what you are doing while doing it is the most important thing a teacher can do.

2. Mentors in Indigenous Education

• My mentors in indigenous education would happen to be one of my peers in my University of Victoria courses. She is a member of the Ktunaxa nation in the area that I live in, and she has opened herself up if any of my peers have questions for her. She has taught me a lot when it comes to indigenous education, and when her and I worked on an indigenous plants’ unit together, she was so willing to help me, teach me, and learn alongside me.
• I am very grateful for all the elders and knowledge holders that my program brings into my courses, as it truly gives me an opportunity to learn authentically.

3. What ReconciliACTION Means to Me

• To me, reconciliACTION means Understanding that reconciliation is not just something we talk about or something that happens on one specific day. It means putting what we learn into action. Roberta Jamieson’s idea that reconciliation is a verb really stood out to me because it made me think about how teachers can turn their learning into everyday actions.
• In my own classroom, this could look like building respectful relationships with students and families, learning about the Indigenous community of which I am teaching on, using authentic Indigenous resources, and creating opportunities for students to learn from indigenous voices. I also think it means being willing to continue learning myself instead of expecting that I will know everything as a teacher.
• I think it is important to move beyond simply “including Indigenous content”. Indigenous education should not just be something I add to a lesson occasionally. I want it to be part of how I teach, build relationships, choose resources, and create a classroom where indigenous students feel that their identities and knowledge are valued. ReconciliACTION Means taking responsibility for continuing to learn and making changes in my own teaching practice.

4. ReconciliACTION with Students

• I think students can learn about truth and reconciliation by learning age-appropriate Indigenous history, listening to Indigenous voices, learning about residential schools, and learning about the indigenous communities connected to the land where they live. I think it is important that students learn that Indigenous Peoples are not only part of Canadian history but are present and thriving today.
• I can encourage allyship by teaching students to listen respectfully, speak up when they see unfairness, learn from others, and treat people with respect. I also wanted to show students that being an ally does not mean speaking for someone else. Sometimes it means listening, learning, and supporting others.
• For elementary students, I think reconciliACTION needs to be simple and meaningful. Students could take action by learning and using Indigenous place names, reading books by Indigenous authors, learning about local Indigenous culture and history, caring for the land, or participating in school activities connected to truth and reconciliation period I want students to understand that even small actions can contribute to respectful relationships.

5. What SD5 and My School Are Doing

• SD5 Has a specific Indigenous Education program that focuses on supporting Indigenous students while increasing the presence of Indigenous culture, languages, and history for all students. The district also states that the program helps teachers bring Indigenous knowledge into their teaching practice.
• I think this is especially meaningful because SD5 is within the Ktunaxa nation. These initiatives show me that reconciliation and Indigenous education need to happen at both the district and the classroom level. As a teacher, I want to take advantage of these resources and continue learning so that I can bring Indigenous perspectives into my teaching in a respectful and meaningful way.

6. Key Takeaways

• One of the biggest takeaways that stood out to me from Brad Baker’s talk was the importance of courage. As a teacher, I may not always feel completely confident when talking about Indigenous education, especially while I am still learning. However, I think it is important to have the courage to keep learning, ask questions, and recognize when I need to learn from someone else. I also really connected with the idea of teachers being agents of change because the classroom can have a major impact on how students understand Indigenous peoples and Canadian history.
• From Roberta Jamieson’s talk, my biggest take away was that reconciliation needs to be an action not just a word. Her idea that reconciliation is a verb made me think about what I can actually do in my future classroom rather than simply saying that reconciliation is important period.
• Both of these talks connected to the kind of teacher that I want to be. I want to be a teacher who is willing to keep learning, listen to Indigenous voices, build respectful relationships, and create a classroom where students feel like they belong. I also want to remember that I do not need to know everything right away. Being a lifelong learner is something that I have learned from my own role models, and I think that will continue to be an important part of becoming the teacher that I want to be.