Reconciliation, for me, has shifted from a concept I learned in high school to a lifelong commitment woven into my identity as a future educator. Today, as an Education student, a father, and a learner shaped by relationships with Indigenous colleagues, classmates, and community members, I now understand reconciliation as a responsibility, one I will carry into every classroom I enter.
My journey toward reconciliation began in grade 12 at Campbell Collegiate, when I first took Indigenous Studies. I had heard the words “truth and reconciliation,” but they felt distant and abstract. It wasn’t until my second year of university, in INDG 100 with Professor Christian Thompson, that I began to grasp their full meaning. I learned that reconciliation is not a checklist or a single course, but a lifelong journey. The Truth and Reconciliation Commission of Canada (TRC) defines reconciliation as “attempts made by individuals and institutions to raise awareness about colonization and its ongoing effects on Indigenous peoples” and as efforts to address the harm caused by colonization, such as residential schools (Sterritt, 2020).
Through courses like INDG 100 and INDG 260 (History of Residential Schools), I began to understand what generational trauma truly means. These classes challenged me to confront difficult truths—not only about Canada’s past, but also about myself. As a white person, I will never fully understand the lived experiences of Indigenous Peoples. But through stories, lectures, and discussions, I have come to recognize the privilege I hold and the importance of using that privilege responsibly.
At first, the concept of white privilege felt difficult to accept. I had always believed that my personal struggles somehow excluded me from privilege. I now understand that white privilege doesn’t mean I haven’t struggled, it means that my struggles weren’t rooted in systemic racism. My race has never been the reason I lacked access to clean water, safety, or a quality education. But for many Indigenous communities, these barriers are real and ongoing. For example, Indigenous people make up approximately 32% of Canada’s prison population, despite being a much smaller percentage of the total population (Blackburn, 2022). Statistics like this are not random, they are the result of centuries of colonization, oppression, and systemic injustice.
Learning these truths has shaped the way I see the world, and it has deepened my commitment to becoming an educator who makes space for Indigenous voices. Professor Thompson played a critical role in that journey. He taught me about residential schools, yes, but also about the beauty, strength, and resilience of Indigenous cultures. Indigenous worldviews emphasize holistic learning, connecting the physical, mental, emotional, and spiritual aspects of being. This understanding transformed my perspective on teaching and learning.
Now, with more experience and understanding, I realize that reconciliation must live in my teaching practice. I look to models like Georgian College’s Indigenous strategy, which emphasizes amplifying Indigenous voices, engaging with communities, and transforming learning spaces to reflect Indigenous culture (The Globe and Mail, 2023). These aren’t just ideas, they are practices I want to embed in my future classroom. I will teach about residential schools, yes, but I will also celebrate Indigenous cultures, knowledge systems, and spiritual traditions. I will create learning spaces where all students feel seen, valued, and safe. To make sure my students feel like they are in a safe classroom that celebrates Indigenous cultures, I have taken Cree 100 to learn more about Indigenous knowledge.
Reconciliation isn’t a destination; it’s a way of being. It means listening deeply, teaching truthfully, and constantly reflecting on my own role in systems of privilege and change. I want to be a teacher who leads by example, who invites students into this journey, and who never stops learning. Reconciliation, for me, is no longer a distant concept. It is a lifelong responsibility—and a promise I will carry into every lesson, every conversation, and every classroom I am privileged to enter.