Belonging
#ReconciliACTIONatKPR
Some Ways to Nurture Belonging in the Classroom and the School
Reflect in a meaningful way each day, during the Land Acknowledgement. Encourage all students to reflect on the land and their relationship with it.
Find ways for Indigenous students to see themselves reflected in the texts and images in the classroom. Be sure to include contemporary sources.
Look for opportunities to include families and community members to be involved in decision-making as it relates to their child or the children in their community.
Ensure that Indigenous history, culture, and perspectives are represented in culturally accurate and appropriate ways. If you’d like to learn more about this read this article.
When programming to include Indigenous history, culture, or perspectives consider transforming your lesson (rather than ‘adding’ on to it). Reflect on the Holistic Approach to Indigenous Education.
Always include our department in the conversation when you are planning any whole school or system-wide programming. “Nothing about us, without us.” This is Principle #5 of the Principles of Indigenous Education.
Bring Reconciliation to Life in the Classroom
“Exploration of Indigenous cultures, ways of knowing, and contributions to society is therefore essential for students as the global citizens and problem solvers of tomorrow…These concepts, such as citizenship, governance, economic prosperity, and collective well-being, may apply at the local, regional, national, and global levels.”
(First Nations, Métis, and Inuit Studies Curriculum 2019. Page 7.)
Students Choosing to Sit During the Canadian National Anthem
Schools/staff may encounter instances where students select to sit for the Canadian National Anthem for a variety of reasons including creed, faith, lived experience and impact, etc. Students who choose to make this decision may be exempted from participation in regulations set out by the Education Act, and in compliance with the Ontario Human Rights Code.
KPR Operations Update February 8, 2022.
Reconsidering an Indigenous-Centered National Anthem
A frequent request is for recordings of O’Canada in Indigenous languages. We do not provide these for schools. The recommendation of the department is to find other times of the day to include Indigenous content given the complexities of the impact of colonization. We would be happy to help you to find other options. The Passport to Reconciliation is a meaningful way to engage in learning and action. One option is to play contemporary Indigenous music before announcements, at the end of the announcements, or at another time throughout the day. (This includes reconsidering ‘O Canada’ in Anishinaabemowin, unless you’ve discussed this with our department). Begin with the Holistic Approach to Indigenous Education to reflect on intention and impact.
A sense of belonging builds school communities.
How do you intentionally and explicitly nurture belonging for Indigenous students, families, and staff?
When do you identify systemic barriers for Indigenous youth and how do you address them?
How do you engage students’ identities and lived experiences in the classroom?
How often do you reflect on your own power, position, privilege, and bias?
How do you lead learning in anti-racism and anti-oppression with students, families and communities?
Consider the image on this page. Every time a parent sends their child to school they are sharing the gift of their child with us. How do we accept this gift? How do we ensure that at the end of each day that the roots, the soil, and the plant are strong? How do we ensure that at the end of each day, every student is going home having grown that little bit more?
