As Ry Moran (2018, p. xi) powerfully states regarding the TRC’s Calls to Action:

“Our collective opportunity now is to make sure that education is no longer used as a weapon against Indigenous people – stripping and robbing them of their right to be Indigenous.  Let us all work together to create education systems where we are finally given the opportunity to learn from one another in a spirit of mutual respect.”¹

Characterizing schools as historical weapons is harsh, but undeniably accurate. Transforming these spaces into environments of mutual respect demands deep introspection from educators. We must audit our classrooms and ourselves: what narrative are we spinning about Indigenous people? If that narrative is negative, or nonexistent, we are failing. 

The mandate to create inclusive spaces—particularly for Indigenous students and staff—is long overdue. We have a responsibility to educate ourselves on the true history of this land and bring it into our classrooms. Stepping out of the comfort zone of colonial schooling requires bravery, humility, and open-mindedness. We will make mistakes, and the path won’t always be clear, but if we leap into this work with vulnerable hearts and a commitment to listening, I believe that a better way forward will appear.

1. Katz, J. & Lamoureux, K. (with Moran, R.) (2018) Ensouling our schools: A universally designed framework for mental health, well-being, and reconciliation. Portage & Main Press. ↩︎