Many immigrants come to Canada not understanding the long and complex history it has with its Indigenous people, colonization, residential school system, and the impact of this on Indigenous communities. As a result, many newcomers learn negative stereotypes about Indigenous people because of their representation in the media and literature. Therefore, there is a pressing need to educate ourselves and Canadian newcomers about the true Canadian history. It is important to examine it from different angles and a “need to learn to read again the exhibition of the world, to see the display of the civilized and the primitive” (Willinsky, 1998, p. 86) as history topics have only ever been taught from one point of view of the majority group. Continue Reading →
“Challenge is an integral part of transformative experience”; I came across this line in “Unsettling Faculty Minds: A Faculty Learning Community on Indigenization” (Yeo et al., 2019, p. 38). It resonated with me because this has been true in my life. Challenge usually precedes and instigates change, whether that change is internal or external. However, despite the momentum produced by the Truth and Reconciliation Commission (TRC) and the recent acknowledgment of the treatment of Missing and Murdered Indigenous Women as genocide, there still remains resistance among educators to answering the Truth and Reconciliation Commission’s Call to Action.
It is important to recognize that universities, including my own, the University of Toronto, have acknowledged the role they played in the erasure of Indigenous culture and the justification of cultural genocide. Continue Reading →