Truth and Reconciliation Commission of Canada: Calls to Action Response:
“We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators to:
62 i. Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students”
(TRC, 2015)
As an educator, I believe that meaningful learning occurs when students are guided to think critically, reflect deeply, and connect learning to the world around them. This aligns with Carl Rogers’ belief that “the only person who is educated is the one who has learned how to learn and change” (ECPI University, Rogers, Freedom to Learn, 1969). Rogers’ emphasis on growth and adaptability reflects my philosophy of creating classrooms where students learn from multiple perspectives, including Indigenous ways of knowing and learning.
In response to the Truth and Reconciliation Commission’s Call to Action 62 (i), I would implement age-appropriate learning about Residential Schools and Indigenous histories in a grade 6/7 social studies unit where students investigate the history and impact of residential schools within their own region. Students would work in small groups to research local histories, traditions, and ways of knowing and doing, and compile a digital or written storytelling project that shares the experiences and resilience of Indigenous communities. For example, if students were located in Kamloops, they could use resources such as the National Centre for Truth and Reconciliation (NCTR) online archive, which provides authentic photographs, survivor testimonies, and historical documents about the Kamloops Residential School. Students could then present their stories to peers and the school community, reflecting on both historical contexts and contemporary contributions of Indigenous Peoples.
This approach aligns with TRC Call to Action 62 (I) by combining research, storytelling, cultural understanding, and community connection, fostering active learning that builds both knowledge and empathy. This method embodies my teaching philosophy quote because it helps students see learning as a process that can improve their understanding, attitudes, and actions toward reconciliation.
National Centre for Truth and Reconciliation. (2021, March 29). NCTR. NCTR. https://nctr.ca
Rogers, C. R. (1969). Freedom to learn: A view of what education might become. C. E. Merrill
Publishing Co.
Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of Canada: Calls to Action. In National Centre for Truth and Reconciliation. National Centre for Truth and Reconciliation. https://ehprnh2mwo3.exactdn.com/wp-content/uploads/2021/01/Calls_to_Action_English
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