Module 8

Reflecting on Learning Goals and Ongoing Learning

Growth Toward My Module 1 Goals

Goal 1: Authentically include Indigenous learning and stories in the school library with appropriate terminology and respect.

In Modules 3 and 4 I learned the importance of not only choosing authentic Indigenous texts, but also respecting the protocols around who tells what stories and how stories are shared. I began rethinking how I organize displays, how I promote Indigenous authors, and how I frame book talks - ensuring that I'm not just including books, but also honouring the voices behind them. For example, I reflected on whether texts I used were authored by Indigenous people or simply about them which felt like a key shift in my practice to me. Throughout Modules 5 and 6, I engaged deeply with the concepts of cultural protocols and Two-Eyed Seeing. I learned that respectful engagement goes beyond seeking permission and is more about showing up with accountability and openness to unlearn. This led me to re-evaluate how I approach consultation and collaboration with Indigenous Elders and knowledge keepers in educational planning and brought me to questioning how to include oral storytelling more into an LLC. 

Goal 2: Read more about Canada’s past and explore the uncomfortable parts of history.

Through reflections in Modules 2 and 6, I leaned into discomfort by reading survivor accounts of residential schools and learning about the Indian Act, intergenerational trauma, and land theft. These readings brought emotional weight, but they deepened my understanding of systemic injustice and made the need for change more urgent. In Modules 1, 3, and 4, I reflected on the foundational importance of land, language, and story in Indigenous worldviews. My shift in viewing land acknowledgements not as performative acts but as commitments to responsibility (inspired by Tuhiwai Smith and âpihtawikosisân) shows that I am growing slowly. My personalized land acknowledgement is evidence of applying this understanding with cultural humility and intention and I have already shown it once to a class and they loved it and we made our own!

Goal 3: Understand what it means to teach with reconciliation at the forefront of my daily practice. 

In my Inquiry Project, I focused on bringing meaningful engagement with Indigenous content into the library, not just during Orange Shirt Day or National Indigenous History Month, but as an embedded part of everyday learning. Creating a “Third Space” in the classroom and library, where both Indigenous and Western pedagogies can co-exist without one dominating the other. I am moving beyond superficial inclusion (like token texts or one-off lessons) and have begun planning for sustained curricular changes, influenced by BC's First Peoples Principles of Learning with the lesson plans I've created that I am so excited to use. My ongoing challenge, reflected in Module 8, is how to do this without appropriating or reducing Indigenous knowledge to "content." Module 7’s emphasis on Indigenous pedagogies and Module 8’s call to action have had me reframing my role in my head from resource provider to relationship builder and facilitator of critical inquiry.

Lingering Questions

How can I ensure that Indigenous stories in my school library are not just included, but contextualized respectfully and responsibly?
This remains a key question because I now better understand that inclusion without deep context can still perpetuate harm. I want to move beyond “having the right books” to curating space with intention, consultation, and care. I’ve learned much about integrating land acknowledgements, protocols, and respectful terminology, but translating this into authentic curriculum design, without appropriation, is still something I’m working to clarify.

Am I doing enough to challenge colonial narratives within the library and school community?
While I’ve engaged more deeply with uncomfortable histories, I’m still learning how to confidently challenge dominant perspectives in ways that open dialogue, rather than provoke defensiveness. What else can I add into my daily practice to challenge colonial narratives!

What does reconciliation truly look like in daily practice as a non-Indigenous educator in a library role? How can I move from allyship to accompliceship in actionable, sustained ways within my role as an educator?
While I've gained a deeper understanding of respectful engagement and protocols, I still question how to ensure that my actions are not symbolic but contribute to long-term structural change. This remains with me because performative allyship is common in institutions, and I want to avoid that trap. These questions linger because I’ve realized that reconciliation isn’t a checklist, it’s a mindset. I want to be intentional and consistent in evaluating whether my actions align with the values of truth, respect, and reciprocity.

How can I foster genuine, reciprocal relationships with Indigenous communities while respecting the boundaries of those communities?

This question resonates because the course taught that relationships are foundational. However, relationship-building takes time, trust, and cultural humility and I recognize I’m still early in that process.

Overall Reflection on the Course

This course has deeply grounded me in self-reflection and accountability. The lingering questions I have aren’t doubts, but signs that I’ve become more aware of my own positionality and responsibility as a non-Indigenous educator. I’ve made real progress toward my goals by developing personalized land acknowledgements, critically examining cultural protocols, and rethinking how the school library can support Indigenous learning. However, I recognize that this is ongoing work,  not something with a clear endpoint.

From the very beginning, I aimed to authentically include Indigenous stories in the library, confront uncomfortable truths about Canada’s past, and teach with reconciliation at the forefront. Early on, I started to shift my thinking, especially in Module 2, where learning about Indigenous worldviews and land-based pedagogy challenged how I view knowledge and community. This helped me see that the library can be more than a collection of books it can be a space that honours Indigenous ways of knowing and relationship-building.

In later modules, I became more aware of the importance of respectful representation. I now understand why it’s critical to prioritize Indigenous-authored resources and to be mindful about how stories are shared. This connects directly to my goal of using appropriate terminology and respect in the library.The course also helped me recognize the difference between performative gestures and meaningful acts of reconciliation. I learned that building genuine, respectful relationships and planning with intention are key, especially when involving Indigenous communities or knowledge keepers. My Inquiry Project pushed me to put reflection into action by designing library programming that creates a “third space” where Indigenous and Western ways of learning coexist respectfully. This work showed me how far I’ve come, moving from simply including Indigenous content to actively fostering meaningful engagement.

Overall, this course has changed how I show up professionally. I’m now more committed to decentering my voice, amplifying Indigenous perspectives, and continuously challenging myself to learn and do better. While the journey isn’t finished, I feel I have a stronger foundation, clearer purpose, and a deeper commitment to ongoing learning and reconciliation.

Three Main Takeaways from the Course

Link to ePortfolio: https://sites.google.com/view/cont-926-bc-indigenous-peoples/home 

Link to Inquiry Project within it: https://sites.google.com/view/cont-926-bc-indigenous-peoples/inquiry-project 

Relationship and Respect are Foundational
A central lesson throughout the course is that meaningful learning about Indigenous peoples must be rooted in respectful relationships. This means going beyond surface-level inclusion to understanding and honouring cultural protocols, listening carefully to Indigenous voices, and building trust over time. From exploring land acknowledgements in Module 1 to engaging with Indigenous pedagogies in Modules 5 and 6, I’ve learned that reconciliation is not just about knowledge it’s about connection and responsibility.

Decolonizing Education Requires Ongoing Self-Reflection and Action
This course made it clear that reconciliation isn’t a one-time goal but an ongoing process of unlearning colonial narratives and challenging my own assumptions. Reading uncomfortable histories in Module 2 and critically examining terminology and representation in Modules 3 and 4 pushed me to confront truths I might have avoided before. It has also inspired me to shift my practice from tokenistic gestures toward sustained, thoughtful action that respects Indigenous knowledge systems.

Creating “Third Spaces” is Key to Authentic Integration
In my Inquiry Project and throughout the later modules, I learned the importance of creating “third spaces” where Indigenous and Western ways of knowing can coexist respectfully without one dominating the other. This approach fosters genuine engagement and allows for deeper, more meaningful learning. As a teacher-librarian, this means curating resources and programming that not only represent Indigenous stories but also invite critical thinking and relationship-building.

Final Reflection

My key takeaway from this course is that authentic reconciliation in education demands humility, ongoing learning, and a commitment to act with respect and intention. It’s about more than content, it’s about how we listen, how we build relationships, and how we create spaces where Indigenous knowledge is honoured on its own terms. Reconciliation is a continuous journey that requires us all to show up thoughtfully, with openness and responsibility.

Expressing Gratitude

I want to sincerely thank everyone in this learning community for the wisdom and insights shared throughout this course. Each of you has contributed to a space of respect, growth, and deep learning, and I’m grateful for the opportunity to walk this path together. The lessons I’ve gained here will continue to guide my practice and my commitment to reconciliation.

Two Affirmations

1. I affirm the courage and openness we have all shown in engaging with difficult truths and challenging our assumptions, that bravery creates space for healing and growth.

2. I affirm the importance of listening deeply and honouring Indigenous voices in our work, recognizing that true learning happens through respect and relationship.

Thank you all for your dedication and for being part of this journey and as Ms. Keyworth said - a digital handshake to each of you.