Page 67 - Restorative Journey: Indigenous Educational Wellness

Section 3: Reflective Inquiry
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The statements by Macdonald, Ryerson, and Campbell delineate a biased political rhetoric that inspired and supported educational policies designed as cultural genocide to assimilate Indigenous students into a worker and labourer class.
These statements are in stark contrast to the intent of the Ontario Education Act.
Board responsibility for student achievement and effective stewardship of resources:
169.1 (1) Every board shall,
(a) promote student achievement and well-being;
(a.1) promote a positive school climate that is inclusive and accepting of all pupils, including pupils of any race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability;
Provincial code of conduct
301 (1) The Minister may establish a code of conduct governing the behaviour of all persons in schools. 2000, c. 12, s. 3.
Purposes
(2) The following are the purposes of the code of conduct:
2. To promote responsible citizenship by encouraging appropriate participation in the civic life of the school community.
Critically reflect on how the ethics of integrity and trust are fundamental to the resilience and hope expressed in the narratives and poetry.
Explore the correlation between learner dropout rates, youth suicide rates, unemployment rates, and poverty within Indigenous communities.
Explore the relevance of child welfare policies on Indigenous education and well-being.
Explore how the biases and assumptions within hegemonic practices are still inherent
in educational policies and practice.
Commemoration • Education • Healing/Wellness 59