Page 8 - Restorative Journey: Indigenous Educational Wellness

Voice Perspective Elizabeth Doxtater
Foreword
Restorative Journey: Indigenous Educational Wellness
Dear Members of the Teaching Profession,
When we started on this journey, it was our intention to produce something that could make a meaningful difference.
We wanted to positively impact the way that we can, with distinct perspectives on history, work to understand each other better.
At the start I wrote a note to myself and taped it by my computer: The most important document I’ll ever write! Throughout this process, this note has been my constant companion and a reminder of the enormity of this initiative.
It has been imperative that we have ongoing conversation with and guidance from Haudenosaunee community members. Our open dialogue has contributed to the final product.
Restorative Journey: Indigenous Educational Wellness represents progress on this journey.
We invite all treaty partners to join us as active participants or as witnesses to explore the Federal Indian Day Schools’ impact on learners.
Together, we will explore innovative approaches to education so we can develop models that will be more meaningful to:
• Indigenous territories and reserves • Rural and urban Native communities • All schools within the province.
Members are encouraged to be aware of teaching practices based on Indigenous knowledge and pedagogies.
These practices can reflect the aspirations of Indigenous learners and communities and contribute to a new chapter that celebrates Indigenous educational wellness.
You are invited to join us on this restorative journey as we critically explore old models, think outside of the box, and begin to think inside of the circle.
In Peace and Friendship,
Elizabeth Doxtater, OCT Mohawk, Turtle Clan
Six Nations Indian Reserve #40 Grand River Territory
VI Commemoration • Education • Healing/Wellness