Exploring The TRC

Anecdotally, educators may feel that they may not know enough about Indian Residential Schools (IRS) to discuss TRC or develop/use curriculum to implement the calls to action. Schools may lack funding, capacity, counsellors, the support of local Elders, or knowledge holders to discuss this traumatic history. Educators may not yet, recognize that Canada’s history is not their fault. Indigenous people may blame the churches and not yet recognize the need to work together to move beyond the past. Parties, including provincial and federal governments, churches, and institutions may not understand that reconciliation and the Calls to Action are a to be developed at the same table, together. Or they may not understand  that each team/party member will be at a different place with implementing the calls to action and this is okay (1).

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In my opinion, math and SJ are embedded within the TRC. Learners could examine the cost to implement the Calls to Action, why the calls have not been implemented (graph the data to compare and estimate the cost if the Calls to Action were immediately implemented). Or compare & contrast data from Beyond 94 CBC, Indigenous Watchdog or the Assembly of First Nations to the federal, or provincial data. 

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From the perspective of educator to educator, I ask:

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1. What more do we need to know mathematically in order to implement the Calls to Action 62 and 63?

2. Who is asking the questions? From what perspective?

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Footnote-1. Bob, C. (2021). EDCP 551 Assignment