On Monday, September 25, our school community came together for our Truth and Reconciliation Assembly to dedicate a morning to learning about Indigenous cultures, unlearning what we think we know, and welcoming some very special guests to share their culture with us.
A Welcome Across Languages
Co-head Prefects Reet and Harry, along with Mr. Ferguson as the Knowledge and Community Learning Coordinator, welcomed students and guests in both Sḵwx̱wú7mesh sníchim, the traditional, Indigenous language of the Squamish Nation, and Anishinaabemowin, the traditional Indigenous language of the Anashinaabe Nation.
The introduction to the assembly included several resources that students and their families could interact with to further their personal journey of reconciliation. In addition to events that would be taking place on September 30, the list included some great book, movie and foodie recommendations, as well as Indigenous-owned businesses that could be visited all year round.
Sharing Our Learning
We watched a video from CBC Kids to learn about Canada’s 94 Calls to Action created by the Truth and Reconciliation Commission, and how despite this incredible work done to set these Calls to Action into place in 2015, we still have a long way to go in the process of reconciliation.
Grade 4 student Luca took to the microphone to share his favourite memories learning about Indigenous culture in Grade 3, talking about his visit to the First Nations Longhouse at UBC and the cedar weaving he leaned from Rita Kompst, a xʷmәθkʷәy̓әm (Musqueam) Elder.
Reet and Harry paid tribute to Mazina Gheezik-iban, also known as the Honourable Murray Sinclair. Prior to being appointed a Senator in 2016, Murray Sinclair was the first Indigenous judge in Manitoba, the second in Canada, and is most well known as the leader of the Truth and Reconciliation Commission.
Embracing Anashinaabe Culture
The second half of our assembly featured our special guest speakers Eli and Pavel Gosselin-Rattlesnake, educators and Anishinaabe performers, who introduced the students to the importance of their music through a welcome song, created with a moose-skin drum.
Pavel then demonstrated a warrior’s dance, which was used by warriors to tell their families about their battles or their hunts when they returned home. Between the dances, the brothers shared how the impact of residential schools on their families had a profound personal impact on them.
“My grandmother lived to be 102, but she never shared her culture with us. She was afraid that what happened to her would happen to us. She was afraid of her own culture,” explained Eli. He spoke to how his father would make him cut his hair because he was afraid his son would be bullied as he was.
Pavel also spoke to the bullying he experienced for being native and having long hair, and how it sadly persists with his nephew experiencing the same prejudice today.
Long hair holds important spiritual significance for their culture. “We braid the hair in the three separate strands because it represents the intersecting of mind, body and spirit,” Pavel said. He explained how it is a form of self care and an important lesson passed down from the Elders, believing that the good energy we put into taking care of things like our bodies brings good energy back to us.
This importance of care extends to items of significance, such as their regalia. Pavel showed off the intricate beadwork that decorated his clothes as an example. The beadwork weighed around thirty pounds, not to mention the headdress and accessories. It makes his dancing all the more impressive.
Their presentation ended with a hoop dance performance, a thousand-year old healing dance performed with over a dozen hoops. We learned that traditionally the hoops were made from a combination of willow whips from the red willow tree, along with animal sinew and cloth.
Though the hoops are still made by hand today, Eli brought a modern twist to the tradition by using LED hoops to perform for the students. It was a great demonstration of how culture evolves, while maintaining the core purpose and heart of the tradition.
The Learning Continues
Truth and Reconciliation Day marks a specific moment in the calendar for us to gather in recognition of this important work; but it is not a one-day effort. Along with the activities and resources suggested by Mr. Ferguson, our teacher librarians Ms. Chang-Gardecki and Ms. Hunter have put together a collection of resources for the small and big ways we can continue our personal steps toward reconciliation.
Thank you to our student leaders and Mr. Ferguson for putting together a thoughtful assembly, and chi miigwetch (thank you very much) Eli and Pavel for joining us.
