Facilitating Reconciliation in the classroom: How one school division in Western Canada is raising the bar

• Published in: International Journal of Critical Indigenous Studies Vol. 15; no. 2; pp. 83 - 100
• Main Author: Skelton, Lucas
• Format: Journal Article
• Language: English
• Published: Kelvin Grove, QLD Carumba Institute at Queensland University of Technology 01.01.2022; Queensland University of Technology
• Subjects: Classrooms; Colonialism; Decolonization; Domestic violence; Education; Immigrants; Indigenous peoples; Inner city; Literature reviews; Native peoples; Population; Practice; Racism; Reconciliation; Refugees; Schools; Students; Study and teaching; Teachers; Teaching; Trauma; Canada; Manitoba Canada
• ISSN: 1837-0144; 1837-0144
• DOI: 10.5204/ijcis.2272

The largest school division in Winnipeg, Canada-the Winnipeg School Division-is undertaking several initiatives in the teaching for reconciliation and in meeting the educational mandate of the Truth and Reconciliation Commission of Canada's 94 Calls to Action. These initiatives are being implemented in many of the division's K-12 schools and a variety of subject areas. This article examines the reconciliatory initiatives that provide Indigenous and non-Indigenous learners alike with meaningful information about traditional practices and opportunities to engage in relationship-building and cross-cultural understanding. The literature review section examines the historical and societal injustices perpetrated upon Indigenous peoples, newcomers' needs around Indigenous issues, and the important role that Indigenous and non-Indigenous teachers have in the reconciliation process. The methodology section focuses on document analysis and its relevance as a research method. The article concludes with an examination of the potential and resistance of teaching for reconciliation in Canada.