NUNAVUT
Since 2012, Grade 10 students in the territory have been ahead of the national curve in learning about the impact of residential schools, making Nunavut a leader in Canada when it comes to residential school curriculum - although an expert says there's still a long way to go on the path to reconciliation.

Former Nunavut premier Eva Aariak, left, Rassi Nashalik, who helped with Inuktitut voiceovers of English audio for the residential school module, and Inuk elder Peter Irniq light a qulliq to launch the new curriculum in Yellowknife in October 2012. All three were involved in the development of the ground-breaking programming for Grade 10 students. - NNSL file photo

Territorial educators held pride of place at a recent National Education Roundatable held in Winnipeg Jan. 13 and 14. Nunavusiutit coordinator for the Nunavut Department of Education Ken Beardsall, Uliut Iksiktaaryuk, program consultant for Inuktitut language arts, as well as NWT educators John Stewart and Mindy Willett, presented the work of their joint efforts.

"The fact that Nunavut and NWT have made it compulsory curriculum for our students is part of the national leadership aspect," said Beardsall.

Organizer Charlene Bearhead, education lead with the National Centre for Truth and Reconciliation, which hosted the gathering, agrees.

In almost every province and territory there is what Bearhead calls "existing curriculum connections."

"Residential schools are alluded to, it's included in the curriculum that there be some sort of reference to residential schools. Which of course isn't enough," she said.

"We're talking about the most foundational injustice in the history of Canada. There could be nothing more foundational than an attack on the very people whose territories are being inhabited, and by taking their children. So we're talking about over 160 years of destruction.

"It's not OK to have to have one or two outcomes listed in 12 years of education."

Beardsall recalls that at the roundtable, "a lot of them were talking about the agreements they've made, and plans. We presented first and we showed them what we've done."

Yukon used the Nunavut/NWT template to create its own template, using their own leaders and stories.

"This was another form of leadership because Yukon in the past has mainly used British Columbia's materials. So this was a big step for them, too. I think we showed them the path, that it's possible," said Beardsall.

Both Bearhead and Beardsall, speculating on why the territories are ahead in implementing this type of curriculum, point to a higher number of indigenous leaders.

"It's interesting to me that where there are more indigenous leaders there has been the ability, there has been the space made to make that happen as a priority," said Bearhead. "And I think the leaders in our other regions need to take a look at that and recognize that this is our collective responsibility. It's not the responsibility of indigenous people alone to make this happen. All the leaders in each region need to find the space to make that happen."

Bearhead's overall assessment regarding education systems geared to truth and reconciliation is that "nationally - we're at the beginning."

"I would say it's a good start. But it's absolutely only a start. There's a huge, huge long way to go," she said. "Even when you take a look at what's happening in Nunavut, the Northwest Territories and the Yukon, there is a program that is for one grade so far."

The goal of residential school curriculum is to head Canada in the direction of reconciliation. In the Truth and Reconciliation Commission's 94 calls to action, there are several that pinpoint the need to teach about the truth of Canada's history. But it goes far beyond simply telling the story of the residential school era.

"In my view, where we need to be is at a place where the context of what is being taught to students - no matter what their cultural background is, in every province and territory and in every school in this country - where the context itself is respectfully and comprehensively rooted in the reality of this country, which is that we all live in someone's traditional territory. Where there are teachings in science, about environment, about land, the water, the ways of being, practices, protocols, values, beliefs, traditions that existed here ...

"So when we can look at that as a context to help understand everything that happened from pre-contact on, when we can understand what our relationship is with one another, when we can look at that in a fully comprehensive honest way, that's when we'll be where we need to be. That will lead to reconciliation.

"That will be the coming together of all truths."

We welcome your opinions. Click here to e-mail a letter to the editor.