Page 89 - Restorative Journey: Indigenous Educational Wellness

Voice Perspective Elizabeth Doxtater
Towards Wellness
The ancestors lived a life of constant gratitude for the strength they were given to provide for their families and villages. They gave thanks for what was provided naturally, and what was provided in their gardens. They agreed to share Earth’s bounty and harvest only what was needed, and to protect the Earth to ensure that future generations could do the same. This ancient perspective was to be an endless inheritance for “the coming faces.”
Indigenous communities continue to recover their inheritance from cultural genocide that was enforced through legislative abuses designed to deprive us of everything that defines nationhood.
There were deliberate attempts to quietly tuck away and erase these policies from public knowledge and memory.
Despite that, we now recognize many cases where individuals claiming to be teachers and holy people came to Indigenous communities and committed harmful acts against children and families under the guise of Western education. These acts were condoned by churches, funded by the federal government.
For many Indigenous peoples, the education system represents everything from excellence in academic achievement to ongoing intergenerational trauma.
Recovery from generations of trauma inflicted on Indigenous communities is not an Indigenous issue. This is recovery from intentionally designed abuses that targeted children, tore families apart, damaged,
and left long-lasting impacts on our collective humanity.
Since before Confederation, political leaders have advocated for these abuses.
Meanwhile, Indigenous communities heard few advocates who openly dismissed abusive rhetoric and associated claims of privilege based in racism. This continues to affect
the development of trusting relationships between Indigenous communities and the education system.
Educators need to be aware of the positionality of Indigenous students, families, and staff in relation to historical context and ongoing legislative implications.
You might feel overwhelmed by wondering what you can do to contribute to the healing.
Commemoration • Education • Healing/Wellness 81