In 2015, the Truth and Reconciliation Commission of Canada (TRC) published its final report detailing the experiences and impacts of the residential school system, creating a historical record of its consequences.

It is important to recognize the historical and ongoing wrongs against Indigenous peoples in Canada and the impacts of colonialism today. These calls to action are a starting point to create a joint vision of reconciliation in British Columbia.

Specifically, the Truth and Reconciliation Calls to Action 62 to 65 are extremely relevant for teachers.

  • 62. We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to:
    • i. Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada mandatory education requirement for Kindergarten to Grade Twelve students.
    • ii. Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms.
    • iii. Provide the necessary funding to Aboriginal schools to utilize Indigenous knowledge and teaching methods in classrooms.
    • iv. Establish senior-level positions in government at the assistant deputy minister level or higher dedicated to Aboriginal content in education.
  • 63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including:
    • i. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.
    • ii. Sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history.
    • iii. Building student capacity for intercultural understanding, empathy, and mutual respect.
    • iv. Identifying teacher-training needs relating to the above
  • 64. We call upon all levels of government that provide public funds to denominational schools to require such schools to provide an education on comparative religious studies, which must include a segment on Aboriginal spiritual beliefs and practices developed in collaboration with Aboriginal Elders.
  • 65. We call upon the federal government, through the Social Sciences and Humanities Research Council, and in collaboration with Aboriginal peoples, post-secondary institutions and educators, and the National Centre for Truth and Reconciliation and its partner institutions, to establish a national research program with multi-year funding to advance understanding of reconciliation.

Reflecting on these calls to action, I think about my responsibility as a teacher to reconciliation, but also as a community member of Kamloops, BC. Last summer, the Tk’emlúps Residential School uncovered a mass grave of 215 lost children. I believe as future educator in Kamloops, I have a responsibility to the Secwépemc nation to teach my students and help them understand the enormous privilege they have to learn and play on this traditional land. I also believe that these calls to action hold me accountable to indigenizing the space within my classroom. One way I can see myself indigenizing the space is by making a Secwépemc word wall, where students can become familiar with the traditional language that their school is on.

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