#CdnELTchat & #teslONchat summary for June 15
By Bonnie Nicholas, Jennifer Chow, Vanessa Nino, and Augusta Avram
Like all Canadians, we were horrified by the confirmation of the graves of 215 children at the site of a former residential school in Kamloops in May. Many of us did not learn about the tragic history of residential schools during our own school years. This part of Canadian history was not part of the curriculum.
Since the release of the Truth and Reconciliation Commission report in 2015 and its 94 Calls to Action, all of us working in ELT and particularly those of us who work in settlement programs know that we have the responsibility not just to educate ourselves but also to help the students that we are privileged to teach to learn about the history of treaties and residential schools. This is articulated clearly in Articles 93 and 94 of the Calls to Action. The confirmation of the graves in Kamloops and the almost certainty of more discoveries ahead has given urgency to this responsibility.
On June 15th, #CdnELTchat and #teslONchat held a joint Twitter chat for English language teachers and admin. Our topic was Truth and Reconciliation in #ELT. This special joint chat was to find ways that we can move forward with the Calls to Action of the Truth and Reconciliation Commission and work for reconciliation. Because we are all mourning the little ones who lost their lives in Kamloops and elsewhere, and because most of us in ELT are settlers on this land, we started our chat with a reflective thread. We’ve included a slightly revised version of this thread here.
Before we begin, let’s take a moment of silence to remember the 215 children in Kamloops, the 104 children in Brandon, and the many others who were taken to school and never came home. We are greatly saddened by this confirmation and we mourn their deaths. Many of us live on Treaty territories; others live on unceded lands; all of us live on traditional territories of the many First Nations, Métis, and Inuit people who lived here on Turtle Island in harmony with the land before the arrival of settlers. We also invite you to join us in taking a moment to reflect on the land, the place where you live, work, and play. If you have a personal land acknowledgement and if you are comfortable sharing it, we invite you to do so.
As ELT professionals, we (the #CdnELTchat and #teslONchat teams) recognise our responsibility to work towards reconciliation in our personal and our professional lives. The Calls To Action are everyone’s responsibility. Those of us working in settlement language programs have an additional responsibility to teach newcomers to Canada information about the Treaties and the history of residential schools, as outlined in Call to Action 93 of the #TRC. Karen Joseph, CEO of @ReconciliationCanada has said, “This is not a time for shame. It’s a time for action. Keep showing up. We have the responsibility. Everyone has a voice. Being an ally means that it’s Indigenous People’s fight, but this fight belongs to everyone who lives in Canada.”
We accept this responsibility and we recognise the privilege of our position in #ELT. We are grateful for the land that we live, work, & play on. We know that we still have much to learn about what truth & reconciliation mean for us in our daily lives. We know that we need to do this work ourselves and that we cannot ask Indigenous educators to bear yet another burden. We need to be not just allies, but co-conspirators.
During this chat, we asked participants to share & amplify Indigenous voices, through links to social media, the arts (including videos, books, & music), websites, and other resources. These have all been added to our Padlet, https://padlet.com/CdnELTchat/TruthandReconciliationinCdnELT.
We know that we must be mindful of our privilege as we do this necessary work. We are grateful to have had guidance & wise counsel from Sharon Jarvis (@romans1v17). Any mistakes we make will be our own, but we know that inaction is not a choice.
During the hour-long chat, we posed a series of questions for discussion and further reflection.
Q1: What does reconciliation mean to you as an educator? How do you see your role in the process of truth and reconciliation?
Q2: How “comfortable” or “ready” do you feel to embed the Calls to Action into your teaching? What do you need in order to be more prepared to do this?
Q3: Can you share & amplify Indigenous voices, through links to social media, the arts (including videos, books, & music), websites, and other resources?
Q4: Take a moment to think about the 94 Calls to Action of the Truth and Reconciliation Commission. Which one resonates with you?
Q5: Many of the Calls to Action are for governments and the legal system but also for everyone in Canada. The final two Calls to Action were written specifically for newcomers to Canada, so these are the two that impact our approach to indigenisation and classroom teaching. Neither Discover Canada nor the citizenship oath have changed. It’s our responsibility to honour the spirit of the calls to action as best we can with the tools and resources that we have. How can we honour these in our teaching?
Q6: Call to Action #57: “We call upon federal, provincial, territorial, and municipal governments to provide education to public servants on the history of Aboriginal peoples, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations.” This will require skill based training in intercultural competency, conflict resolution, human rights, and anti-racism. What can we do within our organizations to advocate for mandated training in truth and reconciliation?
And perhaps the most important question of all: We invite you to join us in reflecting on what actions we can and will take in our personal and professional lives to honour the Calls To Action of the TRC and work for truth and reconciliation.
We’ve collected the relevant tweets from the chat using Wakelet, Truth and Reconciliation in ELT. You can also search for the relevant tweets on Twitter using the hashtags #CdnELTchat and #teslONchat.
Jennifer Chow, @JenniferMChow, Augusta Avram, @ELTAugusta, and Bonnie Nicholas, @BonnieJNicholas on the #CdnELTchat team hosted the chat along with Vanessa Nino, @Vnino23, from #teslONchat. Thank-you to everyone who participated. We are especially grateful to the Indigenous educators and knowledge keepers that we have learned from and will continue to learn from. We encourage everyone working in #CdnELT to continue to listen & learn from Indigenous people.
Thank you to all those who contributed resources to the Padlet, which we hope will continue to be a useful resource: June 15 #CdnELTchat & #teslONchat
Even if you’ve missed the synchronous part of this #CdnELTchat and #teslONchat, it’s never too late to join the conversation. Please tweet your comments, replies, & resources at any time. This was the last #CdnELTchat before we take a break for the summer. We will revisit this important topic of truth & reconciliation again.
Bonnie Nicholas (@BonnieJNicholas) is an enthusiastic participant in the bi-monthly #CdnELTchat as well as a member of the #CdnELTchat team along with Svetlana Lupasco (@StanzaSL), Jennifer Chow (@jennifermchow), and Augusta Avram (@ELTAugusta). Bonnie teaches LINC at NorQuest College in Edmonton.