This September 30th marks the third National Day for Truth and Reconciliation and I have been reflecting about how I could help support and uphold reconciliation within my own life and community.
As chair of our district parent advisory council I thought I could take some time to reflect, read, compile and share thoughts and questions about how as parents, PACs and COPACS can support the long walk of reconciliation based on my what I have had the opportunity to hear and learn to date.
To begin, and in the spirit of interconnectedness and relationship between all things, I begin with introducing who I am. I do that so that you might know who I am and what connection we have between us. My name is Megan Misovic, and I was born in Manitoba and proudly descended from Ukrainian, Irish and French forefathers and foremothers. I now live in Brentwood Bay, W̱SÁNEĆ territories, with my husband and two precious daughters. It has been a great honour and pleasure to serve as the chair of COPACS for the past two years. I have spent my professional career working as a public health professional in an Indigenous health organization.
Through my experience as chair of COPACS I have had the honour of hearing several strong Indigenous leaders, Elders, knowledge keepers and medicine peoples through our SD 63 staff, SD63 professional development day events and at BCCPAC conferences. They have shared reflections on reconciliation as it related to our school system.
We know that there is a good deal of work to be done by and with the education system to support Indigenous learners. Literacy, numeracy and graduation rates are not at par with non-Indigenous students in our district. According to the 2023/24 Framework for Enhanced Student Learning, which is an annual overview of student outcomes meant to guide continuous improvement, 39% of Indigenous Grade 4 students were on track in reading compared to 77% of all students, a gap of nearly 38%. For Grade 7 students the gap in those on track for reading 39%. In 21/22 the Indigenous graduation rate was 56% versus 84% of all students, a gap of 28%. As described in the 2015 Auditor General’s report, it is the education system that is failing to meet the needs of children, rather than a failure of Indigenous students.
As described by Dr. Niigaan Sinclair, son of Justice Murray Sinclair, chair of the Truth and Reconciliation Commission, the school system was not designed for Indigenous children. Niigaan was the speaker at the 2023 SD 63 Truth and Reconciliation professional development day, which I was honoured to attend.
Dr. Sinclair described how an Indigenous school would never be built without aunties or grandparents. It would never be set up indoors, removed from the land.
The foundation of Indigenous education is to create healthy and sustainable relationships in every step of life. Learning is a holistic, lifelong process based on localized, experiential learning and formal and informal educational processes. This concept, the First Nations Holistic Lifelong Learning Model, is illustrated in the figure below, and shows how the tree (or child), springs from roots that provide the foundation for their identity: a strong understanding of who they are, their clan, community, nation, ancestors, language, ceremonies. When these roots are shallower, which happen for many First Nations children who are living through the ongoing impacts of colonialism and intergenerational trauma, land removal, the Indian Act. The multi-layered and multi-generational impacts of trauma on Indigenous communities and individuals are complex.
Many forces could push the tree over, whether it be wind (apathy), a person might push the tree over on purpose (racism) or the tree may become sick from disease (systemic racism).
For many Indigenous people, the education system represents a violent and traumatic experience. There is a long history of distrust. It takes an enormous leap of faith and trust for some Indigenous parents to enroll their children or to even walk into a school.
Dr. Sinclair also spoke of the dark corners of schools and barriers and challenges for parents and caregivers. Where are those blindspots and those dark places where racism and discrimination or systemic gaps or barriers exist? He also described that all solutions begin with education.
Dr. Sinclair challenged us to change the dialogue in schools and to put Indigenous students at the centre. How are we going to do things differently? If it’s not working, we need to adjust.
In Feb 2023, the Saanich Board of Education discussed how the school system is not where it needs to be yet and there is more work to do; the school system needs to change how it does its business and that Indigenous-focused equity strategies are required.
Literacy for community members is a challenge. As PACs we can work in partnership with educational partners to learn, unlearn and support Indigenous communities, staff and students.
The Truth & Reconciliation Commission interim report outlined that:
“There is a need to increase public awareness and understanding of the history of residential schools. This will require comprehensive public-awareness efforts by the federal government and in-school educational efforts by provincial and territorial governments and educational institutions.
They want control over the way their children and grandchildren are educated. Reconciliation will come through the education system. They want their languages and their traditions. With tremendous effort, people have sought out traditional teachings and practices, and worked at preserving endangered languages. They want the institutions that invested so much over many decades in undermining their cultures to invest now in restoring them.
They want the full history of residential schools and Aboriginal peoples taught to all students in Canada at all levels of study and to all teachers, and given prominence in Canadian history texts.”
Some school districts have conducted equity scans and can help draw inspiration, including SD 47 and SD 73. Our district has a number of resources, staff and supports, including an Indigenous Family Advocate.
As parents, PACs and COPACS we have a role to play in supporting and upholding all of our children’s success and we have a particular responsibility towards supporting and upholding Indigenous children.
Dr. Sinclair shared that system change begins and ends with ongoing conversations about important questions. It is a process, not an event. He encouraged Saanich teachers at the 2023 professional development day to stay the course, stay together, be tempered in our language and listen twice as much as we speak. Remain curious – we are going places we’ve never gone before. We will not get it right every time. Call on your courage – risk productive struggle. Listen empathetically with an open heart and mind. Where we are is where we are – we are not trying to fix each other – we are journeying together. We are all one; One heart, one mind. We are one family. We are one people. All of us work to make things better. Everyone has a purpose and a gift.
As Dr. Sinclair shared, some of the central Indigenous principles including sharing, kindness, kindness to the land, generosity, and being a good citizen. As he outlined, these are things taught that in kindergarten, reinforcing, once more, that everything I need to know I learned in Kindergarten.
With all my respects and in service.
______________________________________
As parents/guardians/caregivers:
Learn about these lands, the history, the language – WSANEC has a number of resources
Modelled off of a model of a sacred fire, here is an Indigenous terms of reference that described how people working together can prepare themselves for work together: I have prepared myself, I will hold myself responsible, I commit to change.
Attend Indigenous community events, support Indigenous organizations
Monday, Sept 30th South Island Powwow — Songhees Nation
Sidney Storywalk: Sept 23 – Oct 8th - Sidney/North Saanich Branch of the Vancouver Island Regional Library, 10091 Resthaven Dr. Enjoy a stroll through the library garden pathways as you read pages from "I Hope" by local Indigenous author Monique Gray Smith.
As PACs:
Discuss with your PAC, teachers, admin and support teams how you can support reconciliation as a school community.
Consider how to engage and support conversations with Indigenous families, knowing that families may not be comfortable attending a PAC meeting. Some PACs have a designated seat for Indigenous representatives, but in some instances this approach has been less successful because individuals feel pressures to speak or represent a wider group of individuals. The seat sits empty because it doesn’t really work for Indigenous parents. The goal would be to make the space a safe and inclusive and welcoming space for any/all Indigenous parents/caregivers/guardians to attend. Make a space for people to share what they would like to see – allowing solutions to come from those involved. Dr. Sinclair recommended engagements that consider meals, transportation and childcare and student support services such as family supports, counselling, Elders, ceremonial spaces.
Share resources with parents and families; schedule speakers or activities to raise awareness and the profile of Indigenous languages, pedagogy and mentors. The SD has a number of great resources and staff, who are available to PACs to conduct workshops and activities with your school community
Celebrate and support Indigenous learners, staff and administrators, artists, knowledge and ways of knowing and being.
Dedicate PAC funds to Indigenous resources, speakers, honorariums or supporting individual Indigenous student needs. Purchase supplies, gifts and food from Indigenous vendors and businesses. Have a local Indigenous food truck at your next school fair.
Support integration of Indigenous content, knowledge within schools
Support outdoor educational spaces, outdoor curriculum. One PAC utilized funds to plant native shrubs, trees and plants.
Support Elders, grandparents, aunties and uncles within the school.
Advocate for Indigenous student success in our School Plans.
Plan field trips to Indigenous events, exhibits, landmarks.
As COPACS:
Participate in reporting and policy discussions advocating for Indigenous students.
The district’s strategic plan outlines Indigenous learner success as a key strategic goal for our schools, how can COPACS help support these efforts? We can ask questions like:
Are relationships a main focus? Reconcilitation?
What professional development days are held?
What policies are in place?
What reporting mechanism is used?
What consequences are instituted?
What is the reconcilitation plan for each school?
What are the policies and processes for bringing in Elders and experts in an efficient and respectful way?
COPACS engaged a local Indigenous artist, Mr. Virgil Sampson to redesign our logo. It was painted on an elk hide drum, which is now being kept at the ŚEŚIŚEJ Childcare Centre child care centre.
Next steps
Information for Settlers – W̱SÁNEĆ Leadership Council (wsanec.com)
Douglas Treaty, SENĆOŦEN
To listen to the correct pronunciation of W̱SÁNEĆ click here
To listen to the correct pronunciation of SENĆOŦEN, the language of the W̱SÁNEĆ people click here
History & Territory – W̱SÁNEĆ Leadership Council (wsanec.com)
Books
The Inconvenient Indian
Stolen from our embrace
30 must-read books to learn about the Indigenous experience in North America | CBC Books
All-Ages List: 12 Indigenous Books to Expand Your Knowledge | arch magazine (ucalgary.ca)
Webinars
Postcast
Facebook pages
Newsletters
Sign up for the WSANEC newsletter
Local businesses
South Island Indigenous Business Directory - View the full directory here.
“The road we travel is equal in importance to the destination we seek.
There are no shortcuts. When it comes to truth and reconciliation,
we are all forced to go the distance.”
-Justice Murray Sinclair,
Chair of the Truth and Reconciliation Commission of Canada,
to the Canadian Senate Standing Committee on Aboriginal Peoples,
September 28, 2010
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