During the first keynote address Dustin Louie spoke about decolonizing, indigenizing, truth, reconciliation, common apprehensions regarding these topics, and cognitive dissonance.  This talk led me to his indigenous pedagogy discussion which covered domains of action, decolonizing methodologies, 5 principles to guide lesson planning and pedagogical approach, and reference to a powerful textbook.  Between Dustin’s two talks I attended James Corbeire’s Lost in Translation seminar about the Anishinaabe Seven Sacred Teachings. I felt this talk deeply as my ancestry relates to Anishinaabe and I have lost touch with that piece of myself.  Finally, the day culminated with extremely uncomfortable and stirring emotions during Niigan Sinclair’s concluding keynote address. An affect, I believe, that was intended to spark reflection and introspection about my own beliefs and how they tie to colonization, Canadian history, and the classroom.

The main themes from the day were the importance of recognizing colonization processes in the classroom, actively participating in disrupting decolonization, intentional indigenization of curriculum, and the necessary reflexivity and introspection to challenge personal biases.  Truth is valuable, but it is not enough.  True stories, research and history go a long way battling preconceptions of truth, but without making real efforts towards reconciliation, the relationships and respect necessary to uphold progress, will never develop in educators or learners. As Dustin put it, we need to ‘witness our reactions’ then correct our behaviour to avoid cognitive dissonance.  As a future role model, mentor, peer, and leader it cannot be overstated how important this process is.  Our future students will not endure decolonization or indigenization if we as educators hold onto our skewed or incorrect opinions of indigenous peoples, minorities, or the reality of segregation, assimilation, and integration.

Personal pursuit and acquisition of indigenous knowledge should be the first and ongoing challenge new educators should immerse themselves in.  This includes getting out into the community and linking up with an elder or group, witnessing, or getting involved with the culture in one way or another.  Books and seminars are great for disseminating information, but relationships and presence go deeper.  I believe it is important to ask questions, feel the uncomfortable emotions, make mistakes, witness the culture, and celebrate authentic, honest, and open relationships built on trust.  Growing from this place of unconditional love and grace I hope to see my pedagogical philosophy expand from simple delivery of curriculum into a diverse encompassment of knowledge that will transform and sustain well rounded youth in the future.  Change is here and with-it freedom to explore the truth and challenge lies that lead youth into ignorance.