Reconciliation and Learning

Map of Canada on an easel with "We're Still Here" across the top

The path to reconciliation is everyone's responsibility, but knowing where to start can be overwhelming. This page will provide some important cultural context and understand on learning and applying Indigenous ways of knowing into curriculum and programs.

 THE IMPACT OF GENERATIVE AI ON INDIGENOUS PEOPLES

PLEASE DO NOT USE GENERATIVE AI WITH INDIGENOUS CONTENT

Generative AI systems are trained using large amounts of online data, which can contain inaccurate, stereotypical, or incomplete information about Indigenous Communities. This leads to Generative AI having a bias, hallucinations / wrong information, pan-Indigenizing information, creating inappropriate images, and misusing language. Further, Generative AI has negative impacts on the land including data centres and water use. Using Generative AI for Indigenous content, or for adding Indigenous perspectives into education, may cause unintended harm. Please do not use Generative AI when adding or creating Indigenous content, images or media for educational materials.

To learn more visit:

Land Acknowledgement

Durham College acknowledges the lands and Peoples of the Mississaugas of Scugog Island First Nation.

We recognize the lands on which we gather are covered under the Williams Treaties and rest within the traditional territory of the Mississaugas, a branch of the Anishinaabeg Nation, which also includes Algonquin, Chippewa, Odawa, Ojibway and Pottawatomi. It is through the treaty process that we are able to live, learn, teach and prosper in this region.

We acknowledge with gratitude this land and the Indigenous Peoples who have cared for and continue to protect Turtle Island (North America) and its resources. We commit to the responsibility of reconciliation and the work of increasing awareness and understanding of our shared history. We do so by recognizing the past and working towards a shared future as friends and allies.

It is important to note that the acknowledgement statement was created in consultation with Durham College’s First Peoples Indigenous Centre. To learn more about why we acknowledge the land and how to create your own Land Acknowledgement, visit the First Peoples Indigenous Centre.

We encourage you to customize a Land Acknowledgement for your course by adding what this means to you, what your commitment to the Truth and Reconciliation Commission (TRC) is, and what your connection to the land is, or to make it a conversational piece within your courses and programs. This approach aims to ensure that Land Acknowledgements are meaningful, not tokenized, and actionable. Try your best not to read a standardized Land Acknowledgement: Talk about what you know, what you don't know, and what you want to know for the next time.

To learn more about the land you reside on visit Native-Land.ca | Our home on native land or come speak to us in CTL to make your Land Acknowledgement meaningful!

For Further Resources visit Land Acknowledgement Resources.

A few great places to start your learning could be:

Traditional Territory

The Williams Treaties First Nations are comprised of the Mississaugas of Scugog Island First Nation, Alderville First Nation, Curve Lake First Nation, Hiawatha First Nation, and the Chippewas of Beausoleil First Nation, Georgina Island First Nation and the Rama First Nation. The traditional territories of the Williams Treaties First Nations are located primarily in the Georgian Bay and Lake Ontario watersheds and includes certain principal tributaries and streams. The Mississauga Nation was involved in treaties from Niagara all the way to the Gananoque River in the east, they controlled the lake Ontario watershed (on the Ontario side). Please visit the Maps - Williams Treaties First Nations to learn more.

Durham College is situated within the Williams Treaty Area, which is home to the Mississaugas of Scugog Island First Nation. It is important to understand and acknowledge that it is through the treaty process that Durham College has been able to thrive and to give due respect by acknowledging MSIFN for sharing their lands.

Suswaaning Endaajig First Peoples Indigenous Centre (FPIC)

FPIC logo. A nest in the center on a green background with the medicine wheel framing.

Durham College’s First Peoples Indigenous Centre, was created as a place for Indigenous students to feel at home and supported by community. In October 2011, the Aboriginal Student Centre opened its doors in the Simcoe building, and was gifted with the Anishinaabemowin name Suswaaning Endaajig, "a nest away from home," by Elder and Traditional Knowledge Keeper Gerard Sagassige. On October 2, 2018, the Aboriginal Student Centre moved into its new home, the First Peoples Indigenous Centre, in the Centre for Collaborative Education.

FPIC is able to work with faculty who are looking at ways that they can begin to infuse Indigenous Knowledge into their classes. They are also available to provide a number of Indigenous specific workshops and presentations including:

  • How past historical policies continue to affect Indigenous Peoples today
  • Residential Schools
  • Reconciliation
  • Medicine Wheel teachings
  • Misconceptions, racism and stereotypes

First Peoples Indigenous Centre (FPIC)

FPIC can support with:

  • Guest speaking in your classrooms customized to suit your program
  • Reaching out to Elders for classes or events
  • The process of Honorarium (the program is responsible for cost; FPIC can support in reaching out to Elders)
  • Student support

Centre for Teaching and Learning (CTL)

Teaching and Learning Consultant | Indigenous Pedagogies can support with:

  • Decolonizing, Indigenizing, or adding Indigenous content/perspectives into curriculum
  • Indigenous CPR or APR section support
  • Adding Indigenous pedagogy into curriculum, outlines, or assessments
  • Faculty support and professional development

Please give FPIC minimum two weeks of notice to prepare for a classroom visit or workshop. For more information on the First Peoples Indigenous Centre please visit their website or reach out to indigenous@durhamcollege.ca.

Reconciliation Initiatives

Durham College has taken several steps to integrate reconciliation initiatives and Indigenous perspectives into the student learning experience. Please review Durham College’s Indigenization Statement and the Academic School Indigenization Initiatives document, which lists each school's recent reconciliation efforts.

Alongside the Academic School Indigenization Initiatives, Durham College is working towards further integration of Indigenous ways of knowing, being, and doing throughout programs and courses, including the Braiding Learning Framework. If you would like to learn more about how to integrate Indigenous Knowledge into your curriculum or programs, please reach out to the Centre for Teaching and Learning.

Traditional Teachings, Terms and Protocols

Introduction

The Anishnawabe (A-nish-naw-bay) culture expresses that education should be perceived as a gift, and that learning is a life-long ceremony. Leanne Simpson discusses how education is highly connected to the land and reciprocity. Giving and receiving are viewed as equally important and create an environment where sharing in safer spaces is foundational. Given that the College rests within the traditional territories of the Anishinaabeg Nation, it is important to recognize elements of the Anishnawabe culture in appropriate ways across campus. This respects the traditions of place-based knowledge that has connection to the land and reduces the pan-Indigenization of knowledge.

TERMS

There are many terms associated with First Nations, Métis and Inuit Peoples such as Indigenous, Aboriginal, First Peoples, Indian, Native, Native American, Native Indian, and more! These, however, are imposed terms largely used by the government or as umbrella terms. The most commonly used today is “Indigenous” or "Indigenous of Turtle Island.” There are various nation-specific names with diverse cultures, languages, and Peoples across this province and Canada such as MSIFN/Anishnawabe. It is important to note this diversity on Turtle Island and our commitment to inclusion. If you are unsure which term to use, please ask! We are more than happy to answer any questions.

At Durham College, wherever possible, we will refer to our local community first and respect the local traditions and traditional territory in keeping with First Nations protocol across Canada and around the world. This approach aims to lessen the impact of pan-Indigenous stereotypes and engage local traditions within our reconciliation efforts.

Traditional Knowledge Keepers

Traditional Knowledge Keepers are folks in community who hold traditional ways of knowing, being, and doing, who have kept this knowledge safe through colonization and continue to do so today. Traditional Knowledge Carriers are folks in community who carry traditional ways of knowing being and doing from ancestors for future generations. Elders are folks identified by the community as individuals who have done incredible work throughout their lives to share traditional knowledge and ceremony.

Tip

You may be asking, what's the difference between these titles? The difference is in preference. Some communities prefer a specific title, and some Elders prefer to be known as traditional knowledge carriers or keepers instead of elders. The importance here is to ask!

Traditional Knowledge Keepers are a very important part of Anishinaabe and other First Nations, Métis and Inuit cultures. Traditional Knowledge Keepers may include (but are not limited to) Elders, Medicine People, Métis Senators, drummers, singers and dancers. Traditional Knowledge Keepers are very respected and often consulted on various issues within the community. Each Traditional Knowledge Keeper has their own special knowledge and may consult others on issues outside of their specialty. To request a Traditional Knowledge Keeper, it is customary to visit them in person, but if that is not possible, it is ok to phone them. Working with Traditional Knowledge Keepers should not be transactional by nature. Relationship building is important, and they may have stories they would like to share with you during this process.

Traditionally, when asking for Indigenous knowledge, or sharing a Tobacco tie should be presented (see Appendix B for an explanation of Tobacco tie.) If they accept the Tobacco offering, it means that they are willing to do what you have asked of them.

It is important to give the Traditional Knowledge Keepers plenty of notice as they often need time to prepare or consult others, and often their calendrers will book up quickly. It's wise practice to connect with a Knowledge Keeper two to three months in advance and continue the relation-building process throughout that time.

There is a difference between “inviting” a Traditional Knowledge Keeper(s) to be an attendee or guest and “requesting” a Traditional Knowledge Keeper to provide a consultation or share a certain task like an opening or teaching. When a Traditional Knowledge Keeper is requested, it is important to provide a Tobacco tie and arrange for payment/honorarium and this is discussed in the next section. If you are asking them to be a consultant on a certain project, it is important to have them involved in every stage of the process, and not only at the end as a checkpoint of approval. Invitations don't require a tobacco tie, as you are not asking for specific teachings or tasks; however, a gift is encouraged for them taking the time to participate in your event.

At Durham College, Traditional Knowledge Keepers may be requested through FPIC, who have already established relationships, however, the payment would be the responsibility of the department or the individual who is making the request.

Honorariums Traditional Knowledge Keepers

The spirit of honorariums is to reimburse Traditional Knowledge Keepers for their time, travel, and knowledge. Honorariums are requested by providing a cheque requisition and this must be done at least two weeks prior to the Traditional Knowledge Keepers coming to campus. Payment should be made on the day of them providing the service. Refer to (Appendix F) for Durham College procedure for arranging for an honorarium.

Important Links:

Durham College Payroll Traditional Knowledge Keepers

The First People’s Indigenous Centre does have dedicated days/times when Traditional Knowledge Keepers may be available at no cost. However, should your request fall outside these predetermined times then payment is the responsibility of the requestor. To request a Traditional Knowledge Keeper that is already on payroll, contact staff at the First People’s Indigenous Centre for availability. If the requested time falls within their regularly scheduled hours then whomever is requesting their expertise will need to provide their budget code as they are responsible for payment.

Attendance at Events

It is important to ask Traditional Knowledge Keepers, what their needs and/or accommodation are when joining our circle during the relationship building process. Traditional Knowledge Keepers may have a helper with them, who would support their needs or may request one to be available for them. A helper is someone who will assist the Traditional Knowledge Keeper throughout the day or the assigned task. If they do not bring a helper with them, it is a good idea to assign someone this task. Throughout the day they would ensure that the Elder has everything they need. They will ensure that they get their food and drink if it is part of the function. It is important to note that Elders may not be comfortable in the presence of alcohol. If there will be alcohol served at an event, it is important that this is communicated so that the Elder can decide whether to attend or request special arrangements for them to feel comfortable.

In the Anishinaabe culture, it is customary for Traditional Knowledge Keepers and elders to be served their meal first, and they are always asked if they would like a plate brought to them. If there is a buffet meal and there are Elders present, someone should speak to them to determine if they require assistance gathering their plate. They may feel obligated to eat everything that is on their plate so asking them how much food they would like is a thoughtful gesture.

Gifts: Giving and receiving

It is appropriate to give a small gift to a Traditional Knowledge Keeper. A gift is symbolic and indicates there is respect in the sharing or exchange that is to take place or that has taken place. Harmony and balance are important in Anishinaabe culture and the exchange of a gift for what you are about to receive assists with this balance. Gifts may include traditional medicines, books, blankets, or small items of appreciation such as bead or quill work (see Appendix A for explanation of Medicines and blankets). These gifts should be purchased through Indigenous owned and operated businesses. Sweetgrass and Tobacco can show appreciation that is appropriate in many situations.

Appendixes & Resources

Books on Indigenous Topics

The Centre for Teaching and Learning and the Durham College Library have resources available on Indigenous Pedagogy for you to explore or learn more by registering for a PD session.

Campus Library - Indigenous Studies Guide

This is a guide to recommended library resources. The Indigenous Studies Guide includes recommended books, article databases, streaming video collections and Anishinaabemowin language resources.

Teaching Practices

Professor Jason Vassell explains in this video how he is Indigenizing aspects of the courses he teaches at Durham College.

Stay informed about Durham College's Indigenous led events by visiting Events - Durham College.