{"id":16314,"date":"2021-09-29T10:10:58","date_gmt":"2021-09-29T14:10:58","guid":{"rendered":"https:\/\/www.indianz.com\/News\/?p=16314"},"modified":"2021-09-29T10:10:58","modified_gmt":"2021-09-29T14:10:58","slug":"the-conversation-education-system-cant-remain-silent-on-native-genocide","status":"publish","type":"post","link":"https:\/\/indianz.com\/News\/2021\/09\/29\/the-conversation-education-system-cant-remain-silent-on-native-genocide\/","title":{"rendered":"The Conversation: Education system can’t remain silent on Native genocide"},"content":{"rendered":" \"Memorial<\/a>
A memorial to residential school children is seen at Parliament Hill in Ottawa, Canada, in June 2021. Photo: Trevor<\/a><\/figcaption>\r\n
Reckoning with the truths of unmarked graves of Indigenous children, education systems must take\u00a0action<\/div>\r\n
Wednesday, September 29, 2021<\/div>\r\n
By Lisa Korteweg<\/a> (Lakehead University<\/a>), Pauline Tennent<\/a> (University of Manitoba<\/a>), and Tesa Fiddler<\/a><\/div>\r\n
The Conversation<\/div>\r\n
theconversation.com<\/A><\/div>\r\n

<\/P>\r\nThe education system needs to help teachers address, repair and heal education towards and beyond reconciliation.

<\/P>\r\n\r\n\u201cIt\u2019s clear that there will be more unmarked graves found at residential schools<\/a>, but what are we (educators) supposed to do? How are we supposed to fix this?<\/em>\u201d

<\/P>\r\n\r\nThese were questions posed by non-Indigenous teachers during a workshop we delivered in June on anti-Indigenous racism in curriculum to promote Indigenous cultural safety<\/a> in schools.

<\/P>\r\n\r\nWhen we hear these types of questions, we are reminded of our research that has documented a range of affective responses by settler educators<\/a> in understanding Canada\u2019s history of genocide against Indigenous children and communities, committed in the name of education through the Indian Residential School (IRS) system<\/a>.

<\/P>\r\n\r\nEven as the number of unmarked graves continues to rise<\/a> and school flags remain lowered<\/a>, there is little to no direction by the education system \u2014 by ministry officials, school district leaders or teacher federation advocates \u2014 on how to respond, process and educate in light of these tragedies and ensuing mass grief.

<\/P>\r\n\r\n \r\n\r\nWith no official mandate from ministries for systemic reform through training programs, regular discussion forums and gatherings, the education system runs the risk of cultivating more apathy and burnout among teachers, more ignorance from Canadians and more harms of settler colonialism and anti-Indigenous racism in schools<\/a>.

<\/P>\r\n\r\nThis silence by the education system is potent and the message clear: reckoning with genocidal truths and the ongoing impacts of these harms in present day classrooms<\/a> is not a priority but rather a personal decision left up to the individual teacher.

<\/P>\r\n \"Wawanosh<\/a>

A memorial to the Wawanosh Home, which was a boarding school for Native girls at the Shingwauk Indian Residential School in Ontario, Canada. Photo: Billy Wilson<\/a><\/figcaption>\r\n

<\/P>\r\n

Settler teachers cannot tackle reconciliation alone<\/div>\r\n\r\nMany teachers long for a transformation of the education system towards more respectful relationships and equitable partnerships with Indigenous communities. They hope for a systemic effort that will concretely improve Indigenous students\u2019 lives and make reconciliation a daily commitment<\/a> in schools.

<\/P>\r\n\r\nBut when teachers receive little to no direction from their ministries or school boards, they are alone in classrooms, disconnected from their peers in processing these colonial atrocities and many revert to an individualized null response.

<\/P>\r\n\r\nSome are reluctant to develop genuine relationships with Indigenous students or make connections with Indigenous Peoples, preferring to be a perfect stranger<\/a>. Others become hesitant to engage with or teach the difficult knowledge of colonialism, preferring settler innocence<\/a>. While others centre themselves as the baffled teacher, unable to critically examine their own complicity in the settler colonial structure<\/a> of education.

<\/P>\r\n\r\n \r\n\r\n

What does the education system need to do?<\/div>\r\n\r\nThe education system must resist shying away from discussing its legacies, truths and responsibilities<\/a> by coming together to talk with Indigenous educators, leaders and advocates. Decolonizing education<\/a> is a long process that requires systemic shifts to address ongoing cultural harms, anti-Indigenous racism and oppression against Indigenous children.

<\/P>\r\n\r\nThis systemic approach requires a co-ordinated mandate by education ministries, school boards\/districts, teacher colleges and teacher federations to take a healing path forward with Indigenous partners<\/a>, to move towards a collaborative, relational and culturally responsive system that is accountable to Indigenous Peoples and communities.

<\/P>\r\n\r\nSettler educators need to decentre themselves in these partnerships so Indigenous people can speak more, take up space and reclaim their place and authority for determining what is best for Indigenous children. They should be determining what all students need to learn on Indigenous Land.

<\/P>\r\n\r\n \r\n

<\/ins>