Three concrete examples of reconciliation in action

How do we move forward on reconciliation between Indigenous and non-Indigenous peoples? One step in the right direction would be to integrate traditional culture and knowledge into the various spheres of society. Here are three recent initiatives by organizations affiliated with the Canadian Commission for UNESCO's networks that helped strengthen relationships between Canada's Indigenous and non-Indigenous peoples. 

Oakville informs hikers about its Indigenous heritage

In Ontario, the City of Oakville, a member of the Canadian Coalition of Municipalities Against Racism and Discrimination, (CCMARD), has launched several reconciliation initiatives since 2016.

To begin with, the city officially recognized that it is located on treaty lands. This acknowledgement gave rise to the idea of having official flags to pay tribute to the Indigenous presence. These flags have since been raised at Oakville City Hall.

Also, a marked walking trail honouring Indigenous heritage will soon be opened, along with a First Nations information kiosk on the Bronte Creek Heritage Trail. Two Moccasin Trails will feature a series of 13 plaques giving visitors a deeper understanding of Indigenous heritage. Content for the kiosk and the plaques will be developed in partnership with Indigenous community members, including Mississaugas of the New Credit First Nation.

Oakville will consider other initiatives to promote reconciliation through an advisory committee.

In Winnipeg, students would like to facilitate reconciliation efforts by other students

Students at Winnipeg's Laura Secord Elementary School (a UNESCO Canada Associated School) have launched a long-term initiative to facilitate involvement by young people in reconciliation efforts.

It began with a group of approximately 70 students visiting the Canadian Museum for Human Rights to learn about the history of the residential schools. At the Museum, the group met a writer from the Cree community, David A. Robertson. In his illustrated book When We Were Alone, a young girl discovers that her grandmother had spent her childhood at an Indigenous residential school, and gradually begins to understand the impact of this time on her grandmother's life. The children were deeply moved by the story. (The book also won a Governor General's Literary Award.)

The students are now working on rewriting the “calls to action” issued by Canada's Truth and Reconciliation Commission in language that is more accessible to younger people. Their project could therefore have a ripple effect by making reconciliation easier for other children to understand.

In Saskatchewan, students dance at a powwow

For the second year in a row, the Ranch Ehrlo Society, a UNESCO Associated School in Saskatchewan, hosted a powwow.

This traditional ceremony took the form of a dance competition for dancers of all ages, from children under five to adults over 65. This Indigenous social event, attended by dozens of spectators, is becoming an inclusive tradition at the school.

These are only a few of the engagement activities being developed by CCUNESCO networks that genuinely contribute to reconciliation.