Often, I find myself hearing the word ‘reconciliation’ on many platforms such as the news, radio, or TikTok. I found myself guilty time and time again of just scrolling by and not taking the time to understand what my duty is in knowing the word, ‘reconciliation’. Reconciliation has its own meaning to everyone. It was familiar to me in high school, but my teachers nor myself took the time to dig into it. If it wasn’t for my journey as a first-year student at the University of Regina, I wouldn’t have come to terms with its powerful meaning. Classes like ECS 101, 102 and INDG 100 shaped my mind and allowed me to find my favourite description of reconciliation, “3. Reconciliation is a process of healing of relationships that requires public truth sharing, apology, and commemoration that acknowledge and redress past harms” (What Is Reconciliation, 2017). This means that it’s our duty to heal and speak the truths of what happened between Aboriginal and non- Aboriginal people. It is important to speak up about the truths like white privilege and residential schools, but there is so much more. I am just in the beginning of my journey to reconciliation, but I believe spreading awareness about topics such as spirituality, and territories and committing to pass information down to generations is crucial to our journey to reconcile.
In my Indg 100 class this semester, I have learnt about spiritual disciplines and sacred knowledge that I believe is lacking to some people when it comes to reconciliation. My family who is from the reserve Kahkewistahaw, I only knew their take on spirituality and was eager to learn more. We have spiritual connections to everything around us which can help repair and mend relationships from the past. I enjoyed the quote, “The first thing it (Ahcack) does is go into the “well of thoughts.” It goes deep into one’s mental capacity and imprints its journey and the purpose it must fulfill” (Stonechild & Starblanket, 2016). We all have a purpose when it comes to reconciliation and that is to find it in your heart and motivate yourself to share your knowledge and discovering’s to those around you. One of the seven disciplines First Nations say are necessary to complete your journey is sharing. “Sharing is a fundamental aspect of positive relationships with others that includes generosity and service” (Stonechild & Starblanket, 2016). To create and maintain positive relationships between Aboriginals and non-Aboriginals, we must share. Continue to share about what happened in the past like residential schools and be generous while others try to learn. Although I am still just starting my journey to reconciliation, I feel that I know my purpose in this journey and I will speak out to future students about what is important while learning from them too.
In ECS 101, I was introduced to a website titled, “Why Acknowledge Territory?”. We have been granted land rights. I grew up on Sioux land near the Birdtail Sioux River. It is where my cattle and horses grazed, and where my brother and I spent hot days at the river. I am a settler, and I grew up on treaty 4 land that allowed my family to make an income. Some questions to ask yourself are, “what privileges do you get to enjoy based on the land you settled on?” “What can you do to develop relationships with those who’s territory you are living on today?” It is important that we learn as much as we can about the land we chose to settle on and how we can give back not only to the land, but also to the original settlers from the area. “Territory acknowledgements are one small part of disrupting and dismantling colonial structures” (Allison Jones, 2016). It may be a small gesture, it’s important that I know about the land I am from, and its beginnings because I would not be able to live the life I do without the territory I have been granted to settle on. The article says, “Often, territory acknowledgements are concise, along the lines of: ‘I want to acknowledge that we are on the traditional territory of [nations names]’” (Allison Jones, 2016). I know as I continue to move from place to place, I have a duty to give thanks and acknowledge the territory I can settle on.
An idea outside of class is supporting Indigenous creators locally, provincially, or federally. According to Working Effectively with Indigenous Peoples, “Culture is the accumulated teachings of ancestors. It is the basis of traditions, customs, protocols, values, spirituality, ceremonies, language, ways of knowing and being, and connections to the land and the life-sustaining resources of the land” (Working Effectively with Indigenous Peoples, 2018). Things non-Indigenous peoples can do to try and understand Indigenous culture is buying art from local artists, watching films created by Indigenous directors, or listen to music by Indigenous musicians. “In the schools, the children were taught that their home cultures, customs, traditions, spirituality – everything that defined them – were all wrong. When they returned to their communities, they felt alien but they also felt alien in the non-Indigenous culture outside their communities – they didn’t belong to either world” (Working Effectively with Indigenous Peoples, 2018). There is no reason to make someone feel ‘alien’ for any reason. I believe we should try and make them feel understood and do our best at asking appropriate questions to understand their stories. In future classrooms, I would love to share some local Indigenous talents to future students to help further theirs and my knowledge on their culture.
The Paint Horse
I grew up living the ranching lifestyle and I feel so many spiritual connections to the horse. Focusing on the importance of spirituality to Indigenous peoples, I decided to draw a black and white sketch of a Paint Horse with hawk feathers tied into its mane. First Nations are known as, “People of The Horse.” The thing with this phrase is, you come to understand that the people belonged to the horse, not the other way around. Horses are often seen as possessions but not in the case of the American Indian horse. Within this culture, the people belonged to the horse, they were indebted to them for all the horse did for their communities and progression as a whole” (L.L.Miller, 2022). Throughout Canadian history, we haven’t been living with mutual respect. Horses and man have a bond and stand together as one unit. “There is something to be said about the mutual respect between this human-horse relationship that can apply to how we, humans, should be treating each other in our day to day lives” (L.L.Miller, 2022). Feathers from an eagle are also sacred. “In Saskatchewan, its feathers also symbolize a step forward, a new chapter in the ongoing story of Reconciliation” (RCMP, 2021). People should be living together as ‘man, horse, and feather’ by having that mutual respect and creating a step forward amongst one another. I chose black and white because of colour-blindness. Everyone should be taught that people are beyond their race. We are just people. As a future educator, I hope to share that we should try to live side by side with each other, as one. I want to be brave enough to take a step forward and be the change we want to see.
An ironic conclusion because my journey is only beginning. By thinking outside the box and connecting to things such as spirituality, the land we walk on and Indigenous creators, I believe we can take one step forward in our journeys. I know I have so much more room to grow and learn, but I am happy to share what I am passionate about now. My journey is far from over, and I am eager to better myself and help others along the way.