Right before I went on maternity leave a number of new themes were emerging in my consulting practice. Educators expressed their desire to build meaningful reciprocal relationships with First Nations, Métis, or Inuit communities but did not know where to begin.
A number of folks were also concerned that the Indigenous content they were teaching did not seem to be resonating with their older students, and they were looking for new ways to engage their interest.
Laryssa Gorecki is an educator at the Toronto Catholic District School Board who has experience with both of these concerns. When she first began working with her high school students in her English class, they did not immediately see the importance or relevance of learning about Indigenous literature, histories, and current events.
Fast forward a few years later, and she has developed a comprehensive approach to Indigenous Education at her school, inviting artists and local knowledge keepers into her classroom, and most recently organizing a visit with 21 students to Thunderchild First Nation in Saskatchewan.
They met with with Indigenous artists, Elders, and other community members all with the goal of having her students build relationships, better understand the history and present shape of colonialism, and connect these teachings with their own lived experiences on these lands.
A New Webinar
On September 26th, Dr. Restoule and I will be welcoming Laryssa to the Kikinoo’amaagoowin Webinar Series to speak about her work.
This webinar will explore Laryssa’s trip as a starting point for a rich discussion about:
• Seeking out opportunities to partner with Indigenous communities and artists
• Preparing students and staff to respectfully enter into an Indigenous community
• Navigating privilege as a non-Indigenous educator
• Trauma-informed and anti-colonial relationship building
• Finding the funds to get the work done!