Reconciliation takes more than students in orange shirts. But these schools are making progress
Niigaan Sinclair, an author and Indigenous studies professor at the University of Manitoba, has been visiting schools and noticing a positive shift in the way students engage with Orange Shirt Day. As he asks students if they have an orange shirt in their closet that they wear at least once a year, he is pleased to see nearly every hand go up. This indicates progress in the conversations, curriculums, and school culture surrounding Indigenous issues.
Orange Shirt Day, now recognized as Canada’s National Day for Truth and Reconciliation, is a time for students to learn about the history and impact of residential schools. These schools were government-funded, church-run institutions that forcibly separated Indigenous children from their families in an attempt to assimilate them into European culture.
While Sinclair acknowledges the importance of dedicating a day to discussing residential schools, he emphasizes the need for ongoing education and dialogue throughout the year. He believes that many schools in areas with high Indigenous populations are making strides towards implementing the recommendations of the Truth and Reconciliation Commission (TRC). However, there is still work to be done in areas where the conversation about reconciliation is just beginning.
Education is a key theme in the TRC’s recommendations, calling for collaboration between federal and provincial governments, Indigenous groups, and educators to develop age-appropriate curriculums about residential schools, treaties, and Indigenous contributions. While progress has been made in incorporating these topics into school curriculums, there is still room for improvement.
One example of progress can be seen at the Peel District School Board in Ontario, where students and staff come together annually for a powwow to celebrate Indigenous culture. Indigenous perspectives are integrated into various subjects and school-wide events, fostering intercultural respect and understanding among students.
In Yukon, the First Nation School Board has made significant changes to its education system to better meet the needs of Indigenous children. By engaging local First Nations in the development of curriculums and programs, the board has seen improved literacy rates and increased student engagement.
Overall, the focus on Indigenous education and reconciliation in schools is a step in the right direction. By listening to the needs of Indigenous students and communities, educators can work towards addressing the TRC’s calls to action and creating a more inclusive and culturally responsive education system for all students.
