I started the conversation by introducing a poem by Tenille K. Campbell.
Orange because
like wild tigerlily’s,
we continue to grow
in our own homelands
Orange because
like the brilliant burn
of sunset and sunrise,
we will always be here
Orange because
I can’t fathom
another ten thousand
Orange because
there will be more than
another ten thousand
One of the ways Tenille K. Campbell uses her poetry is to reclaim Indigenous language and culture. Campbell highlights resilience, Indigenous culture, and Indigenous peoples will always be here in their homeland. Through Treaty education youth can gain the true knowledge of colonization, the treaty process, and the interpretations of treaties on both Indigenous and white settler sides. Treaty education is how everyone moves forward together as we are all treaty people with benefits from the treaties, living on treaty land. Campbell’s words “like the brilliant burn of sunset and sunrise, we will always be here” relate to the words in big green letters on Regina’s MacKenzie Art Gallery, “As long as the sun shines the river flows and the grass grows”. Treaties will last like the elements. Everyone is a part of the treaty relationships whether Indigenous or non-Indigenous.
“You will laugh again, and you will smile, and you will remember, and it will be beautiful”.
Quote by Tenille K. Campbell
Through the truth and education helping to reclaim Indigenous rights, culture, and laws and respect for what treaties have brought all, collaboration and appreciation will be beautiful.
Prompts/questions I prepared to help lead the critical conversation:
- “According to Indigenous laws, Treaties are jointly negotiated agreements between nations that confirm promises to live in relationships of sharing. They are grounded in respect, renewal, and reciprocity.” (Craft, 2018). Why in a country known for ‘multiculturalism’ has the government taken so long to start to recognize Indigenous laws and rights? How could the truth be pushed aside with false truths being told and written? How would you feel in a situation where one side had a different interpretation and seemed to change the narrative?
- “Reconciliation requires sustained public education and dialogue, including youth engagement, about the history and legacy of res- idential schools, Treaties, and Aboriginal rights, as well as the his- torical and contemporary contributions of Aboriginal peoples to Canadian society. Gained resources and coexistence.” (Truth and Reconciliation Commission of Canada, 2015). How much education did you receive on Indigenous peoples, treaties, and our shared history? Why do you think this was the case where you are from? Did you experience any inquiry style learning?
- Tâpewêwin is the Cree word for truth. Reconciliation and treaty education are not just learning to write a land acknowledgment, they are sharing voices, and perspectives, acting and connecting with the community. How can educators take steps to make sure they are teaching the full truth with Treaty education? How can the inquiry style method play a role? How can you incorporate your own stories for students?
Critical Thoughts The readings and viewings were full of knowledge and ideas to help me teach Treaty education. Chris Scribe mentioned only through education can we restore (File Hills Qu’Appelle Tribal Council, 2020). As a teacher, I need to work to restore the truth of the past and help restore relationships. The youth will learn the idea of all our relations and restoring harmony to move forward and how all of creation and land is included. Educational institutions impact what society promotes and values (Saskatchewan Teachers’ Federation, 2021). I need to help our students have true knowledge and know they have a voice. As I am developing as a teacher, I need to work on being able to have tough conversations. I must work with students to respect all cultures and take care of the land as Treaty peoples and all of creation.
Treaties were legal agreements, however non-Indigenous and Indigenous sides had different interpretations. Treaties were meant for a respectful relationship with a connection to the land, not possession (Craft, 2018, p.38). My ways of being and knowing for my pre-internship placement have been impacted as I have a powerful position to include Indigenous perspectives. During my placement, I need to be critical and make sure the youth are learning the truth and different ways of knowing and doing. Chris Scribe mentioned finding someone to make a vow to (File Hills Qu’Appelle Tribal Council, 2020). I want to make a vow to my students, their families, and fellow educators. I will be critical, continue to develop my knowledge, and always work towards reconciliation, inclusion, and teaching the ‘whole’ student. Students need teachers who will fight for them and what is right. Everyone needs to acknowledge hard truths from the past to the present, recognize their own bias, and the parts we can play.
Craft, A. (2018). Living Well Together. Treaties and the Treaty Relationship, 35-39. Canada’s History Society.
File Hills Qu’Appelle Tribal Council. (2020, August 27). Chris Scribe – 2020 FHQTC Education School Kick-Off Keynote Virtual Address [Video]. YouTube. https://www.youtube.com/watch?v=K3G87fSEHpg
Saskatchewan Teachers’ Federation. (2021, June 21). Understanding and Finding our Way: Decolonizing Canadian Education [Video]. YouTube. https://www.youtube.com/watch?v=JWkPBm_0C1s