Three Scholars and Perspectives: Treaty Education

Dwayne Donald

Dwayne Donald, gets to the heart of important reconciliation challenges in his talk “On What Terms Can We Speak?”  

He points to the relational issues between indigenous people and non-indigenous, or what he refers to as “Canadian-Canadians.” He says there is a disconnect: That there are two frames of reference and they do not quite match up. He said this comes from the legacy of colonialism. Colonialism, he says, is ultimately an extended process of denying relationship.

He says that we need to look at the history of relationship, rather than just teaching timelines. His words “because how we think of relationships affects how we take it up in the classroom” struck me.

“How we think about relationship affects how we take it up in the classroom” – These are words for me to sit with, and live some time to let the reflections pour over me.

I felt moved by his presentation and felt compelled to seek out more of his work, which I plan to do. I also felt compelled to watch this talk over and over again.

Claire Kreuger

Claire Kreuger provides a fantastic introduction to educators to inform perspectives from a white-settler perspective, as an Indigenous-supporting educator. Raising two nieces who are Indigenous helps to inform her perspective on issues of racism, social issues, micro- and macro-aggressions in the school system. She sees the need for better listening, more time spent understanding, and more social, and emotional support for Indigenous students, and more care for all. I was pleased with the resources I found here, including her blog, and will continue to access them in the future.

Cynthia Chambers

“We Are All Treaty People” – What a well-written article! Understanding histories and all of the ways that they intersect is a necessary path to moving forward. So much history, and so many connections, have been left out of colonial school systems and curriculum. We are all affected by Treaty. For me the work is doing more to trace my own historical path, to map out the ways my history has intersected with Indigenous history, learn more about the layers and complexities of Indigenous people and their history, and weave this into both story and curriculum development work in the future.

Teaching students about history is somehow both complicated and simple. We are there to teach facts. But we don’t always know all of the facts. The facts can somehow be complicated for all kinds of different reasons.
Ideally, teachers learn to hold space for themselves, as well as students. To be not only compassionate and supportive of one another, but to be informed as well. In the context of Treaty Education, this means ensuring that all students are given connections to Indigenous history and present, because of the reality of its role in bringing Canada into its current shape. The here and now. Where we all are. Where we all strive to be. In the present, informed, connected, compassionate, proactive and respectful. Holding space for all of the stories and history. Making decisions from a place of informed equity.

Culturally Relevant Pedagogy

In my future classroom, I imagine:

-Place-Based Pedagogy

-Incorporating First Nations Culture and Values

-Use of images to showcase our First Nations people, art, public ceremonies, elders and practices

-Inviting people in to share, and teach; create connections

-Nature in the classroom: real nature items and elements

Sense of Place

Supporting our students in asking and answering the following questions:

-Who am I?

-Where did I come from?

-Where are we going?

-Use of maps in the classroom

-Use of and connection to local resources

-Field trips to the community to learn and explore