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Running head: VISUAL ESSAY

Indigenous Education: Visual Essay

Kim Whitmore
UCID# 267492
EDUC 530
University of Calgary
Patricia Danyluk, Instructor
9 October 2019
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VISUAL ESSAY

As my views begin to shift from a place of unawareness and ignorance, towards an

inherent need for truth and reconciliation, I have chosen two photos to represent my changing

viewpoints on Indigenous history and education. One, of a sacred place in the Rocky Mountains

where I spend time connecting with nature and immersed in nourishment from my community of

close friends, two things that bring me peace and great balance. The other photo, my home,

which was recently chosen to be a part of the Beltline Urban Mural Project (BUMP). We had the

honor of being partnered with an Indigenous artist from Winnipeg, who incorporates Indigenous

symbolism and culture into his work to help raise awareness of issues and systemic oppression

faced by Indigenous communities.

Throughout my education degree, and more specifically this course, I have experienced

movement in my thinking and I now find myself frequently acknowledging the land that I am
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VISUAL ESSAY

making use of and thinking about the First Nation communities that used it before me. I have

developed knowledge and understanding of holistic Indigenous ways of knowing and the

realization that everything is woven together, has strongly resonated with me (Cajete, 2011). The

socio-economic affects that colonization and residential schools play on the lives of Indigenous

communities today, are strong proof of the power of interconnectedness. The legacy of these

affects has irreversibly changed the lives of Aboriginal peoples (St. Denis, 2007). As DiAngelo

and Sensoy (2014) point out, inequality is so deeply rooted within our society that it perpetuates

its replication, leaving Indigenous peoples facing higher rates of homelessness, family

breakdown, poverty, unemployment, addiction and challenging overall life circumstances

(Schissel & Wotherspoon, 2003). As I spend time with freedom to enjoy the natural world, I

cannot help but reflect how the Indian Act and residential school system stole this opportunity

from so many Indigenous youth and families. As Europeans exerted social dominance, language,

culture and spirit were stripped from these communities in a destructive forced attempt at

assimilation (Ermine, 1995). I now clearly recognize my privilege and the deep racialization that

is entrenched in our schools and society (St. Denis, 2007).

So, where do I go from here? In the spirit of truth and reconciliation, I hold great regard

for Indigenous peoples who are bravely sharing their stories and bringing issues faced by their

communities to the forefront of Canadian society. Appearing in many forms, from murals on

buildings and other art endeavours, to land acknowledgements at events, to research and the

rewriting of Canada’s truthful history, awareness is slowly increasing, and conversations

opening, creating for a more optimistic future. As I venture into my role as a future educator, I

will strive to inspire this type of transformative learning in my students (Cajete, 2011). By

authentically weaving Indigenous values and the world-view of wholeness into the curriculum,
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and by delving into topics of anti-oppression and unpacking racism with my students I hope to

create an education for the next generation that inspires feelings of truth and belonging, and a

natural symbiotic relationship benefitting all (Ermine, 1995). I am aware that this task will be far

from easy, but I have hopes that this will gradually lead to healing for Indigenous communities

and that Canadian future society will have a more positive Indigenous outlook (St. Denis, 2007).

By meeting the “cultural, spiritual and educational needs of Aboriginal children” youth will feel

more connected, be more engaged in school and more likely to stay in school, serving as an

opportunity to re-gain control over live circumstances and meaningful participation in society

(Schissel & Wotherspoon, 2003, p. 59). I strongly believe that education is key to providing

future hope and promise, and to bring about self knowledge and resilience. I feel honored that I

have the opportunity to bring light to reconciliation for future generations.

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References

Cajete, Dr. Gregory (2011) [YouTube video] Retrieved from

http://www.youtube.com/watch?v=wg5h7Fd0Bio

DiAngelo, R. & Sensoy, O. (2014). Leaning in: A student’s guide to engaging constructively

with social justice content: Retrieved from

http://www.radicalpedagogy.org/radicalpedagogy.org/Leaning_In__A_Students_Guide_

To_Engaging_Constructively_With_Social_Justice_Content.html

Ermine, Willie. (1995). “Aboriginal epistemology” in J. Barman, J.& M. Battiste, (Eds.), First

Nations Education in Canada: The circle unfolds. Vancouver: UBC Press. Retrieved from

http://ebookcentral.proquest.com.ezproxy.lib.ucalgary.ca/lib/ucalgaryebooks/reader.actio

n?ppg=122&docID=3412224&tm=1503510739016

Schissel, B. & Wotherspoon, T. (2003). The Legacy of School for Aboriginal People. Don Mills,

ON: Oxford. Retrieved from

http://deslibris.ca.ezproxy.lib.ucalgary.ca/ID/432095

St. Denis, V. (2007). Aboriginal education and antiracist education: Building alliances across

cultural and racial identity. Canadian Journal of Education, 30(4), 1068-1092. Retrieved

from

http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=tr

ue&db=ehh&AN =31539262&site=ehost-live