Huy ch q’u (thank you) to a teacher from Enver Creek Secondary for sharing some of the ways they embed Truth and Reconciliation into their teaching practice. A Hands and Heart pin is on its way to Enver Creek. 

  • I have had senior students make beautiful play builds on protecting the environment and peoples, as well as on the trauma of residential schools.  
  • One group did a moving piece in three short scenes to music that has stuck with me: the first scene was a family that spoke a certain way (real languages were not used) and are happy together. They transitioned into a scene where the children were crying as they were forcefully taken away from their parents who were being held down. The last scene was a grown version of the children being reunited with the parents, but the children speak a different language and are both afraid of their parents and no one can understand each other. This was done after a lesson we’re we discussed the definition of certain words (reconciliation, residential schools, treaties, and sustainability) and the context of colonial Canada. 
  • Junior dramas have used Indigenous picture books to recreate stories through chorus, tableaus, and music. I have seen students delve into Raven brings the Light, Cloudwalker, Orcachief, etc. with utmost respect and seriousness. We discuss how these stories are from cultures that were nearly lost and to share them is an honour and responsibility. 
  • I have brought in Indigenous Pow Wow dancers to work with my students. 
  • My BASES class performed an adaptation of an Indigenous tale on how the animals for a Totem Pole was chosen. They ended the show inviting the audience to share food with us in celebration.  

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