By Mike Renzella
The Haldimand Press
This Friday, Canada will recognize the second annual day of Truth and Reconciliation as we continue to grapple with our dark history surrounding the treatment of Indigenous culture and people.
Since the first headlines declared 215 potential unmarked graves at the former Kamloops Indian Residential School in BC, ground-penetrating radar has been used across Canada, including on the grounds of the former Mohawk Residential School in Brantford. While there is no official statistic for the children who died or went missing at these facilities, the National Centre for Truth and Reconciliation memorial registry currently includes the names of over 4,100 children.
The Press reached out to the Grand Erie District School Board (GEDSB) and the Brant Haldimand-Norfolk District Catholic School Board (BHNCDSB) to see how this tragedy is being taught in our local community.
Nikki Shawana, an Indigenous artist from the Odawa Nation, is under contract at GEDSB to teach Ojibwe language and Indigenous culture and history at Hagersville Secondary School (HSS).
Students and staff at McKinnon Park Secondary School gathered for this photo last year on the first annual National Day of Truth and Reconciliation. —submitted photo.
“I think all of the students in my class are well aware of the history…. For most of us, the legacy that the residential school system left isn’t something we are only thinking about on Truth and Reconciliation Day, it is something we face and experience every day,” said Shawana. “For example, learning our own language as a second language because it was taken.”
GEDSB Director of Education JoAnna Roberto said, “We’re learning about and confronting the realities of this painful legacy together, and we have a responsibility to that truth, no matter how difficult the work might be. When you know better, you do better.”
She said that the Board’s Indigenous Education team works closely with the Woodland Cultural Centre in Brantford to present accurate Canadian history to students and to deepen educator knowledge.
“The education sector has a crucial role to play in Truth and Reconciliation. Educators have the responsibility of building knowledge,” said Roberto. “Imbuing our teaching with Indigenous histories, knowledge, perspectives, and contributions is essential to the work of reconciliation.”
BHNCDSB has a newly appointed Indigenous Education Consultant to help educators, staff, and students grapple with the difficult history, incorporating that history into a variety of school subjects.
“BHNCDSB believes that we must examine and have true knowledge of the whole truth before we can appropriately move towards reconciliation,” said Manager of Communications and Community Relations Tracey Austin.
Shawana said that when she was a student, there weren’t many opportunities to see Indigenous representation: “I was discouraged as a child to speak about my family’s experiences. I am thankful that light has been shed on these issues and that all Canadians are able to learn about and reflect on this part of Canada’s history.”
HAGERSVILLE—Nikki Shawn engages her students in Indigenous cultural studies, utilizing a variety of methods to teach. —submitted photo.
She called it a “great step forward” that Indigenous students can now see themselves represented in the classroom: “As a parent … I am so thankful (my kids) are able to experience a school community that is interested in supporting who they are.”
At BHNCDSB, students now receive opportunities to engage with Knowledge Keepers, Elders, and community partners to “support the discussion of difficult details related to this history,” said Austin. “We ensure that age and developmental appropriateness is considered, and we are able to connect individuals with support services if needed.”
Jeff Benner, Principal of Hagersville Secondary School, commented on the responses he’s seen in the classroom: “Some students wonder what they can do or find it difficult to understand why Truth and Reconciliation has not been on our radar for longer. Others ask questions about how the horror of the Residential School System could have happened in the first place. Like all of us, we have our own journeys on this path.”
Austin added that BHNCDSB has witnessed a “powerful response” from the students with a “great desire” to act: “Students want to know why this had to happen and how they can ensure this never happens again…. We have witnessed student groups in schools donating to the Gord Downie & Chanie Wenjack Fund to help.”
Shawana has spent the past week engaging her students in Indigenous art, culture, language, and hope. She explained, “I think the best way we can honour those that survived and those that didn’t is to reclaim what the residential schools tried to take.”
She listed picking and processing sweetgrass, beadwork, learning the Anishinaabemowin language, and singing an honour song for Every Child Matters as activities: “I think it gives everyone hope to see the children and the youth reclaiming this knowledge.”
Both Benner and Austin highlighted the role art can play in expressing feelings related to difficult cultural issues. At HSS, a mural is currently under construction as a collaboration between senior art students, muralist Derek Simmers, and Eco Source. Additionally, students in Grade 9 can take the ‘Expressing Indigenous Cultures’ course to learn about culture, traditional crafts, and engage with an Indigenous community leader.
Students from BHNCDSB took part in a district-wide Indigenous Art Show that ran from June to August at the Lynwood Arts Centre. It called for Indigenous artists to run in-person workshops with students.
HALDIMAND—BHNCDSB hosted an art show that saw students colloborate with Indigenous artists. At right, A Silent Sky by artist Michael Barber on display at the 2022 Indigenous Art Exhibition “Rebuild, Restore, Renew Together”. Students worked on part of the piece with Michael, including painting the birds and scuffing up the doors. —Submitted photos.
“We were thrilled to have had a great response…. The resulting student artwork was humbling and inspirational,” said Austin. “This was an incredibly powerful experience for everyone involved and there are plans to hopefully make this an annual show.”
“The arts are so important. Some students may find themselves being able to express what they have learned, or how they are feeling in response to complicated issues,” added Benner. “This also helps us as their supportive community to understand our students and their feelings or lived experiences, which in the end supports all of us.”
