Module 7: Truth, Justice, and Reconciliation
Module 7: Truth, Justice, and Reconciliation
What is Reconciliation?
Module 7 Reflection: Understanding Reconciliation
My understanding of reconciliation has evolved significantly over time. Initially, I encountered the term in public discourse—through news stories, school events, and government acknowledgements—but it often felt vague or symbolic. It wasn’t until my teacher education program, and especially through learning from Indigenous educators like Carolyn Roberts, that I began to understand reconciliation as a process rooted in truth, accountability, and relationship-building.
The videos in this module reinforced that reconciliation means different things to different people. For some, it’s about justice and healing; for others, it’s about education, land, or language. Jody Wilson-Raybould’s message stood out to me: reconciliation must be grounded in the unvarnished truth of Canada’s history and the lived experiences of Indigenous peoples. It’s not a one-time act or a checklist—it’s a long-term commitment to change.
So far, my work toward reconciliation has included learning about residential schools, integrating Indigenous perspectives into my teaching, and reflecting on my own role as a settler educator. I’ve also worked to build respectful relationships with Indigenous colleagues and community members.
Moving forward, I want to deepen my understanding of Indigenous governance, land-based education, and the role of language in cultural resurgence. I also want to continue creating space in my classroom for truth-telling, critical thinking, and student-led inquiry into what reconciliation means to them.
Public Inquiries
Pathways: Five-Year Report, November 2019
Module 7 Reflection: Courage, Mentorship, and ReconciliACTION
Brad Baker’s talk reminded me that change in education requires courage—courage to challenge the status quo, to speak truth, and to lead with heart. His stories about role models who guided him through his journey resonated deeply. For me, my role models in education include Indigenous educators like Carolyn Roberts, whose teachings continue to shape how I think about curriculum, assessment, and relationship-building. I also look to colleagues who are actively working to decolonize their classrooms and who model humility and persistence in this work.
In my journey toward integrating Indigenous perspectives and pedagogy, I’ve been mentored by both formal educators and community voices—through courses, conversations, and lived experiences. These mentors have taught me that this work is not about perfection, but about presence, listening, and action.
Roberta Jamieson’s message that “reconciliation is a verb” reframed my thinking. ReconciliACTION means moving beyond acknowledgment into meaningful, sustained action. It means embedding Indigenous perspectives into everyday teaching, advocating for systemic change, and creating space for Indigenous voices to lead. It also means holding myself accountable to the commitments I make.
To share this mindset with students, I will:
- Encourage inquiry-based projects that explore Indigenous histories, cultures, and current issues.
- Model allyship through my own actions and language.
- Create opportunities for students to engage with Indigenous voices and community members.
- Emphasize that reconciliation is not a one-time lesson—it’s a lifelong practice.
In my district, I see growing efforts toward truth and reconciliation through professional development, curriculum resources, and the work of the Indigenous Education team. Still, there is more to be done. I want to be part of that ongoing work—by building relationships, challenging colonial narratives, and fostering a classroom rooted in truth, respect, and action.
Truth and Reconciliation Commission and 94 Calls to Action
https://docs.google.com/presentation/d/1guJaUr7BjjB_XOaFiXhVg8HeM_Yzec5P2oliFPp9bls/edit?usp=sharing
UNDRIP and DRIPPA
Reading both the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) and the DRIPA Action Plan (2022–2027) has helped me better understand the broader picture of Indigenous rights—both globally and here in British Columbia. These documents are more than policy—they’re part of an ongoing effort to recognize and support Indigenous peoples’ rights, cultures, and futures.
What stood out to me about UNDRIP is how it represents a collective effort by Indigenous communities around the world to protect their heritage and assert their rights. Article 26, which focuses on land and resource rights, really caught my attention as a Canadian. It made me think about how much of this country is still unceded territory, and how complex it is to reconcile that with our current legal systems. It raises important questions about how we move forward in a way that respects Indigenous laws and relationships to land.
The DRIPA Action Plan is B.C.’s way of putting UNDRIP into action. I appreciate that it’s organized around four clear themes and includes specific actions. It shows a commitment to working with Indigenous peoples, which is encouraging. At the same time, I recognize that turning these goals into real change isn’t simple. Implementation takes time, resources, and a lot of collaboration. It also depends on governments being transparent and accountable, and on people like me continuing to learn and stay engaged.
As a new teacher, I see both documents as valuable tools. They help frame conversations about reconciliation, Indigenous governance, and the role we all play in supporting equity and justice. They also remind me that reconciliation isn’t just about policy—it’s about relationships, respect, and a willingness to listen and grow. I believe these documents can be meaningfully integrated into my high school classes to support exploring and understanding reconciliation. I think by engaging students in collaborative inquiry and connecting global rights frameworks to local policy, we can move beyond summary toward critical thinking—asking not just what has been done, but what still needs to be done. These documents offer powerful entry points for students to reflect on their roles in reconciliation and allyship.
I have answered the questions in a table.
References
Government of British Columbia. (2022). Declaration on the Rights of Indigenous Peoples Act Action Plan: 2022–2027. https://www2.gov.bc.ca/assets/gov/government/ministries-organizations/ministries/indigenous-relations-reconciliation/declaration_act_action_plan.pdf
United Nations. (2007). United Nations Declaration on the Rights of Indigenous Peoples. https://www.un.org/development/desa/indigenouspeoples/declaration-on-the-rights-of-indigenous-peoples.html
Two-Eyed Seeing and Transforming Education
I chose the place where the Thompson and Fraser Rivers meet because it shows how two different paths can come together to create something more powerful. Each river brings its own color, energy, and story—just like Indigenous and Western ways of knowing. When they join, they don’t cancel each other out; they flow together, not blending into sameness, but coexisting and enriching one another. Growing up just north of this meeting place, I’ve come to see how these rivers can teach us that learning should reflect who we are, where we come from, and how we see the world.
References:
YourForest podcast - Two-Eyed Seeing with Dr. Cristina Eisenberg: https://yourforestpodcast.com/episode-1/2024/10/14/154-two-eyed-seeing-with-dr-cristina-eisenberg
Jagged Worldviews Colliding by Leroy Littlebear: https://www.learnalberta.ca/content/aswt/worldviews/documents/jagged_worldviews_colliding.pdf
Two-Eyed Seeing: Building Cultural Bridges for Aboriginal Students by Annamarie Hatcher and Cheryl Bartlett on Integrative Science: http://www.integrativescience.ca/uploads/articles/2010-Canadian-Teacher-Magazine-Hatcher-Bartlett-building-bridges-aboriginal-students-education-Integrative-Science.pdf
Unpacking the Indigenous Student Experience with Matthew Provost from TEDx SFU
2019 Global Symposium: Albert Marshall, Two-Eyed Seeing from Samuel Centre for Social Connectedness
Module 7 Reflection: Truth, Justice, and Reconciliation in Education
1. What Is Reconciliation? and Reconciliation: What Does It Mean?
Summary: These videos provided accessible, youth-friendly definitions of reconciliation, emphasizing that it’s about truth-telling, justice, and building respectful relationships.
Why I Chose This: They helped me reflect on how to introduce reconciliation to students in a way that is age-appropriate and action-oriented.
Classroom Application: I will use these videos as conversation starters and follow up with student-led projects exploring what reconciliation means to them and how they can take part in it.
2. UNDRIP and DRIPPA (United Nations and BC Action Plan Documents)
Summary: These documents outline the rights of Indigenous peoples and the responsibilities of governments and institutions to uphold those rights. They are foundational to understanding reconciliation as a legal and moral obligation.
Why I Chose This: They helped me see reconciliation as more than a social goal—it’s a framework for justice and equity.
Classroom Application: I will integrate these documents into social studies and civics lessons, helping students understand Indigenous rights and the role of policy in shaping justice.
3. Two-Eyed Seeing and Jagged Worldviews Colliding by Leroy Littlebear
Summary: These readings and videos introduced the concept of Two-Eyed Seeing—honouring both Indigenous and Western ways of knowing—and the challenges of navigating conflicting worldviews in education.
Why I Chose This: They offered a hopeful and practical framework for transforming education through inclusion, respect, and balance.
Classroom Application: I will use Two-Eyed Seeing to guide interdisciplinary learning, encouraging students to explore multiple perspectives and value diverse knowledge systems.
4. Courage: Going Forward in Aboriginal Education by Brad Baker & ReconciliACTION by Roberta Jamieson
Summary: These talks emphasized that reconciliation requires courage, mentorship, and action. Reconciliation is not a passive concept—it’s something we do.
Why I Chose This: They reminded me that educators are agents of change and that our actions matter.
Classroom Application: I will foster a culture of ReconciliACTION in my classroom by encouraging students to take meaningful steps—big or small—toward justice, allyship, and truth.
Module 7 Culminating Task: Creating a Comprehensive Lesson Plan
Please find my lesson plan for Learning from the Land. I would use this with my BCFP 12 course, but it can be adapted for more junior grades.
References are at the end of the PDF.
CONT926 Comprehensive Lesson Plan.pdf
Comments
Post a Comment