In recognition of the site鈥檚 Indigenous heritage, 91亚色 unveiled Indigenous art exhibits on the construction hoarding for the 91亚色 Markham Campus on Sept. 28.

The site of the new campus is part of the Treaty Lands and Territory of the Mississaugas of the Credit First Nation. In view of the tie to the site鈥檚 Indigenous heritage, when 91亚色 partnered with a public art initiatives organization to showcase community artwork for Markham Campus, it encouraged the artists to contemplate reconciliation with Indigenous communities.

Marissa Magneson is a Cree-M茅tis artist, photographer, educator, and workshop facilitator. She is pursuing a Ph.D. in Education at 91亚色 this fall. Her research explores Indigenous methodologies using beadwork as visual storytelling.

She submitted an ethnographic photograph 'Frozen Chains of Childhood' that reflects upon the isolating and immobilizing pain Indigenous children endured in the residential school system. The photograph was captured in 2017 after a January ice storm in Barrie, Ont.

鈥淚t is through education that I have begun to melt these chains and unpack my own identity as a Cree-M茅tis woman who came through the public education system without ever learning about residential schools. It was not until the third year of my undergraduate degree, when I chose to enrol in an Indigenous Health and Healing course with Prof. Jon Johnson of 91亚色, that this truth was shared with me. Until then, I did not understand why members of my family had kept our Indigenous identity a secret and felt compelled to pass as white, for the safety of themselves and their children. Learning the truth has forever changed my life. It has put me on a path of learning, unlearning, and relearning so that I can reclaim my culture and pass it on to future generations. Although it was not safe for my ancestors to be Indigenous, I hope that my future children can grow up in a world where it is not only safe but celebrated.鈥�

The community artworks have been installed on the construction hoarding at Markham Campus site along Enterprise Boulevard until the construction hoarding is no longer required on site.

Read the full article in the on the website.

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Dear colleagues,聽

On the second annual we recognize the legacies of residential schools, honour survivors, their families, intergenerational survivors and the children who never came home. We acknowledge the severity of the legacy of residential schools and how it contributed to a loss of loved ones, and a disruption of family and way of life, cultural traditions and language retention. At 91亚色 we are taking time to engage with and reflect on the truths of residential schools and the impact of colonialism.  

This day is a reminder of our responsibility to learn the history, to reflect on our goals of decolonization and our commitments made in the . While we have made progress, we acknowledge that there is still much work to be done.

This year at 91亚色, we are paying specific attention to the voices of Indigenous students by listening to and learning from their perspectives. We have an opportunity to come together as a community to better understand the legacies of residential schools, how Indigenous families survived, and the lingering implications for Indigenous students who have been living with the repercussions to today. Indigenous students have much to teach us about what this history, this day, this learning means to them and what they hope for their future, their families, communities, and nations.

Truth and Reconciliation Day panel

We encourage everyone to join us for a panel event:  鈥淩eflecting on the Legacies of Residential Schools: What it means for our present and our futures,鈥� on Friday, Sept. 30, from 11 a.m. to 12:30 p.m. The discussion will be moderated by Associate Vice-President Indigenous Initiatives Susan D. Dion. Hearing the voices of Indigenous students are central to understanding the actions that students would like to see at 91亚色 as we continue towards the journey of reconciliation and decolonization. The panel will also include non-Indigenous students who have stepped up to share their stories of what Truth and Reconciliation means to them. We will be able to discuss what this day of learning means and to reflect on how to engage as individuals, communities, and institutions in the path to reconciliation. These discussions are important for Canada, and for other nations around the world, as we strive to create an inclusive and equitable future for everyone.

We know that this day, as well as its events and messages, may be emotional for many Indigenous members of our community, especially those who are survivors or with close personal or family ties to experiences in the residential schools, and we encourage all of our community members to please be kind to one another. Support is available for survivors and those affected through the Indian Residential Schools Survivors Society at 1-800-721-0066 or on the 24-hour crisis line at 1-866-925-4419. There are also a variety of supports available to the 91亚色 community, which are listed on the  and through the . 

For those who may be unable to join we encourage you reflect, acknowledge and better understand the harms done and history of the past, we invite you to review the resources on 91亚色鈥檚 National Day for Truth and Reconciliation website to learn more.

Thank you. Merci. Miigwech, Anushiik.

Rhonda Lenton
President and Vice-Chancellor

Sheila Cote-Meek
Vice-President Equity, People & Culture

Susan D. Dion
Associate Vice-President, Indigenous Initiatives

Message 脿 l鈥檕ccasion de la Journ茅e nationale de la v茅rit茅 et de la r茅conciliation

Chers coll猫gues, ch猫res coll猫gues, 

En cette deuxi猫me , nous reconnaissons l鈥檋茅ritage des pensionnats autochtones et nous rendons hommage aux survivants et aux survivantes, 脿 leurs familles, aux survivants interg茅n茅rationnels et aux enfants qui ne sont jamais rentr茅s 脿 la maison. Nous reconnaissons le lourd h茅ritage du syst猫me des pensionnats et la fa莽on dont il a contribu茅 脿 la perte d鈥櫭猼res chers et 脿 la perturbation du mode de vie familiale, des traditions culturelles et du maintien de la langue. 脌 l鈥橴niversit茅 91亚色, nous prenons le temps de nous engager et de r茅fl茅chir aux v茅rit茅s des pensionnats et 脿 l鈥檌mpact du colonialisme. 

Ce jour, il nous incombe d鈥檃pprendre l鈥檋istoire, de r茅fl茅chir 脿 nos objectifs de d茅colonisation et aux engagements pris dans le . Nous avons fait des 辫谤辞驳谤猫蝉, mais nous reconnaissons qu鈥檌l reste encore beaucoup 脿 faire.

Cette ann茅e, 脿 91亚色, nous accordons une attention particuli猫re aux voix 茅tudiantes autochtones en les 茅coutant et en apprenant de leurs points de vue. Nous avons l鈥檕ccasion de nous rassembler en tant que communaut茅 afin de mieux comprendre les r茅percussions des pensionnats, la fa莽on dont les familles autochtones ont surv茅cu et leurs implications profondes sur la population 茅tudiante autochtone jusqu鈥櫭� aujourd鈥檋ui. Les membres de la communaut茅 茅tudiante autochtone ont beaucoup 脿 nous apprendre sur la signification de cette histoire, de cette journ茅e et sur cet apprentissage pour eux ainsi que sur leurs espoirs pour l鈥檃venir, leurs familles, leurs communaut茅s et leurs nations.

Panel de discussion de la Journ茅e de la v茅rit茅 et de la r茅conciliation

Nous incitons tout le monde 脿 se joindre 脿 nous pour un panel de discussion sur le th猫me : Reflecting on the Legacies of Residential Schools: What it means for our present and our futures, le vendredi 30 septembre, de 11 h 脿 12 h 30. La discussion sera anim茅e par Susan D. Dion, Vice-pr茅sidente associ茅e aux initiatives autochtones. Il est essentiel d鈥檈ntendre les voix de la population 茅tudiante autochtone pour comprendre les actions qu鈥檈lle aimerait voir mises en 艙uvre 脿 91亚色, tandis que nous poursuivons le chemin vers la r茅conciliation et la d茅colonisation. Le panel inclura aussi des 茅tudiants et 茅tudiantes non autochtones qui ont accept茅 de parler de la signification du terme V茅rit茅 et R茅conciliation pour eux. Nous pourrons discuter de la signification de cette journ茅e d鈥檃pprentissage et r茅fl茅chir 脿 la mani猫re de nous engager, en tant qu鈥檌ndividus, communaut茅s et institutions, sur la voie de la r茅conciliation. Ces discussions sont importantes pour le Canada, et pour d鈥檃utres nations dans le monde, car nous nous effor莽ons de cr茅er un avenir inclusif et 茅quitable pour tous.

Nous savons que cette journ茅e ainsi que ses 茅v茅nements et ses messages peuvent 锚tre charg茅s d鈥櫭﹎otions pour de nombreux membres autochtones de notre communaut茅, tout particuli猫rement les personnes survivantes ou celles qui ont des liens personnels ou familiaux 茅troits avec les exp茅riences v茅cues dans les pensionnats. Nous encourageons tous les membres de notre communaut茅 脿 faire preuve de bienveillance les uns envers les autres. Les survivants et les personnes concern茅es peuvent obtenir du soutien aupr猫s de la Indian Residential Schools Survivors Society en composant le 1-800-721-0066 ou le 1-866-925-4419 pour la ligne d鈥櫭ヽoute t茅l茅phonique 24 heures sur 24. Il existe aussi de nombreuses possibilit茅s de soutien pour la communaut茅 de 91亚色 : vous trouverez notamment une liste sur le site Sant茅 mentale et bien-锚tre 脿 91亚色 et dans le cadre du . 

Si vous ne pouvez pas vous joindre 脿 nous, nous vous encourageons 脿 r茅fl茅chir, 脿 reconna卯tre et 脿 mieux comprendre les pr茅judices subis et l鈥檋istoire. Nous vous invitons 脿 consulter les ressources sur le site Journ茅e nationale de la v茅rit茅 et de la r茅conciliation pour en savoir plus.

Thank you. Merci. Miigwech, Anushiik.

Rhonda Lenton
Pr茅sidente et vice-chanceli猫re

Sheila Cote-Meek
Vice-pr茅sidente de l鈥櫭﹒uit茅, des personnes et de la culture

Susan D. Dion
Vice-pr茅sidente associ茅e aux initiatives autochtones

Article republished from the September 28, 2022 issue of

The post A message on the National Day for Truth and Reconciliation appeared first on Faculty of Education.

Original article published in the October 3, 2021 issue of

The panel focused on reconciliation in action and was the University鈥檚 keynote event leading into a full day of activities created for the National Day for Truth and Reconciliation. The day concluded with a symbolic evening illumination in orange light of the Ross Building on the Keele Campus and the Glendon Manor on the Glendon Campus.

More than 700 faculty, staff and students attended 91亚色鈥檚 National Day for Truth and Reconciliation virtual panel, 鈥淩eflections on Truth and Reconciliation,鈥� which took place Sept. 30.

Faculty of Education Professor Carl James, senior advisor on equity and representation and the Jean Augustine Chair in Education, Community & Diaspora, served as the panel moderator, which was presented by 91亚色 President and Vice-Chancellor Rhonda L. Lenton and Vice-President of Equity, People & Culture Sheila Cote-Meek.

In her opening remarks Lenton spoke about the importance of the National Day for Truth and Reconciliation in understanding and acknowledging Canada鈥檚 colonial practices, which had a devastating impact on Indigenous Peoples. She said that it was essential for universities across Canada to reflect on their role as part of a colonial system of education and their responsibility to advance Indigenous scholarship, knowledge mobilization and action that will help move the country towards reconciliation.

Cote-Meek, who is Anishinaabe from the Teme-Augama Anishnabai, spoke about her own experience with the intergenerational trauma that was the result of Canada鈥檚 Residential School System. 鈥淭his is an important day to Indigenous Peoples as well as all Canadians, settlers and visitors to this land,鈥� she said. 鈥淲hile this day marks an important step towards reconciliation, it is also a stark reminder to Indigenous Peoples of the many children who were forcibly removed from our communities and the resulting violence and trauma experienced in the Indian Residential School System.

鈥淭his past summer has been particularly difficult as unmarked graves of hundreds of children were located on various sites of residential schools across this country. Based on death records, more than 4,100 children died at residential schools,鈥� she said, noting that the true total is anticipated to be much higher.

Cote-Meek鈥檚 own grandfather was forced to attend the St. Peter Claver School for Boys in Spanish, Ontario. 鈥淗e survived but never spoke of his experiences there and it wasn鈥檛 until years after his death that I learned of his attendance. When I did, it answered so many unanswered questions for me that I did not understand about my own family.

鈥淚t is important that non-Indigenous people in Canada confront this history and understand the systems from which they benefit and begin to understand how we are all in relation to one another and the land. So today, we honour the victims, those who did not return home and we honour the survivors, including those who are descendants of survivors. We acknowledge your strength and resilience.鈥�

After Cote-Meek鈥檚 remarks, Zoey Roy, an Indigenous artist, spoken word poet and a PhD student in the Faculty of Education, presented an original spoken word poem before a two-minute period of silence prior to the start of the panel.

Participating in the panel were: Associate Vice-President Indigenous Initiatives and Faculty of Education Professor Susan Dion; Provost and Vice-President Academic Lisa Philipps; Sean Hillier, Indigenous Council Co-Chair and assistant professor and 91亚色 Research Chair in Indigenous Health & One Health; Osgoode Hall Law School Dean Mary Condon; Randy Pitawanakwat, manager, Indigenous Student Services; and Stephen Teong, interim president, Glendon College Student Union.

Each panellist was asked to answer one of five questions: How/where do you see reconciliation in action? What have you learned from the conversations happening and/or not happening about reconciliation? What actions have you taken or want to take in service of reconciliation? How do you understand your responsibility to participate in accomplishing reconciliation? Reflecting on your position within the 91亚色 community, what do you hope a focus on reconciliation will accomplish?

Dion was the first to respond to the question: What have you learned from the conversations happening and/or not happening about reconciliation?

A Lenape and Potawatomi scholar with mixed Irish and French ancestry, Dion said that while she was encouraged by the interest in truth and reconciliation, she has persistent concerns. 鈥淲hat do Canadians her when we speak? I know that conversations are difficult. They require a rethinking of the story we tell ourselves about what it means to be Canadian. I find that the desire to make the conversations all about you and the feelings for us 鈥� feeling sorry for us or feeling bad for Indigenous Peoples and how much you want to help us, but I have to say that sometimes these conversations can be very frustrating and tiresome, even exasperating,鈥� she said.

In contrast, Dion said that her mother, who had been denied access to her language and cultural practices because of the intergenerational impact of her parents鈥� time in residential school, provided Dion and her siblings with what they needed to do the work of gathering, sharing and initiating conversations about being Indigenous. These conversations, said Dion, have focused on recuperating knowledge, participating in and learning from each other and the land. Important conversations, she said because they are about recognizing knowledge and story, cultural practice and ceremony.

鈥淥n this National Day for Truth and Reconciliation, conversations about the impacts of residential schools have to happen. They have to happen respectfully and with purpose to learn how we are all implicated and how we are all responsible to ourselves and each other, and to all creation. We have to invest time and energy in learning from the stories,鈥� she said.

鈥淲hat Indigenous Peoples need are conversations that start with a turning toward and a willingness to accept responsibility to learn from Indigenous Peoples鈥� experiences and perspectives,鈥� Dion added.

Philipps, who in addition to being provost and vice-president academic at 91亚色, is a legal scholar and professor of law. She was asked to consider the question: How do you understand your responsibility to participate in accomplishing reconciliation?

鈥淢y responsibility is to continue my own personal education and learn about Indigenous histories in Canada. My own personal education began for me as a law professor at Osgoode and my own field of scholarship and teaching, which is tax law and policy,鈥� Philipps said. 鈥淎nd, about how there is a specific and interesting space carved out for First Nations and for those defined as qualifying under the Indian Act for particular types of tax treatment; the way that was expressed in case law and by judges hearing cases about that tax treatment; the kinds of assumptions and stereotypes and ideas about why that existed and what it meant.鈥�

Philipps probed deeper into what she was seeing and began to read and research the inequities. She then brought those observations into her courses, in rather tentative ways at first, she said, and then more robustly as her knowledge increased. She attended the Anishinaabe Law Camp that Osgoode Hall Law School initiated and learned from Indigenous Elders and scholars. 鈥淲hat I took away from that was understanding more deeply that Indigenous communities have their own legal orders. Historically and currently, those legal orders are very much rooted in the land,鈥� said Philipps.

She continues to pursue and deepen her knowledge through reading and conversations, listening and continuing education and brings that growing knowledge into her role as provost and vice-president academic. She is continuing to expand the numbers of Indigenous faculty at 91亚色 and is exploring how she can embed an infrastructure to support current Indigenous faculty and embed Indigenous perspectives and knowledge into the curriculum.

Hillier was the next panellist to respond. As Co-Chair of the Indigenous Council at 91亚色, he was asked to consider the question: What have you learned from the conversations happening and/or not happening about reconciliation?

A queer Mi鈥檏maw scholar from the Qalipu First Nation, Hillier began with a story about his grandparents. 鈥淢y grandparents never spoke of the erasure of their culture through dominant groups and violence and being ostracized, but the impacts remain. Deeply.鈥� he said.

鈥淚 appreciate the provost鈥檚 comments around learning because this process that we are now in is not a truth-finding process, but instead it is a learning process of coming to understand and coming to terms with the truths. So, what is reconciliation? For me, reconciliation is critical to our foundation of being able to move forward as a country. Reconciliation is complex, it is multifaceted, and it is continuous and can be contentious,鈥� said Hillier.

At its core, Hillier said, reconciliation is about learning, healing and coming together. It is about honouring the treaties that settlers entered with Indigenous Peoples. 鈥淲e must acknowledge and respect Indigenous rights and titles across this country. Reconciliation is also about learning about Indigenous history.

鈥淚t means recognizing the intergenerational impacts of colonization, attempts at assimilation and the cultural genocide taking place and it means recognizing the critical roles that Indigenous Peoples have held in the creating of this country,鈥� said Hillier. 鈥淩econciliation is supporting the reclamation of identity, language, of culture and nationhood. I did not start my speech today with my own language because it is something that I do not have.

鈥淲hen I talk to my students about the paths we are on, the journeys that we are on, I talk about a two-pronged journey. A journey of learning and a journey of healing. We all have a part in this, Indigenous and non-Indigenous, we must engage in this journey together.鈥�

As the Dean of Osgoode Hall Law School, Condon was asked the question: What actions have you taken or want to take in service of reconciliation?

She began by saying that for legal educators and scholars, there is a strong awareness of the role that Canadian settler law and legal systems have played historically in facilitating colonial structures. 鈥淲hether that is facilitating particular types of treaty relationships and constitutional relationships between settlers and Indigenous Peoples, or the way in which settler law has facilitated the oppression that resulted in the residential school system and maintaining of those oppressive structures,鈥� said Condon.

She observed that the comments and 94 recommendations made by the Truth and Reconciliation Commission focused on law schools as being necessary to the journey toward reconciliation, including re-teaching how Canadian law has facilitated the oppression of Indigenous Peoples in Canada, creating a cohort of lawyers who can properly and respectfully serve Indigenous clients, and exploring how law schools can make space for the conversations and the study of Indigenous law.

鈥淚 think that it is fair to say that all law schools in Canada have taken up that response and that invitation from the Truth and Reconciliation Commission to reflect on the role that legal education should play in the journey towards reconciliation,鈥� said Condon.

She said Osgoode has hired four Indigenous scholars and faculty members into the school. The law school introduced an Indigenous law requirement to its JD degree and last June, the first cohort of students who have completed this requirement graduated and have a greater degree of knowledge of Indigenous perspectives on law. She is hoping to engage the law school alumni in conversations about truth and reconciliation. Condon spoke with pride about the Indigenous law camp for first year students and a law camp for upper year students. She said the law camps provide students and faculty with an opportunity to learn about communities, laws and legal orders from Indigenous Knowledge Keepers and Elders.

As manager of Indigenous Student Services on campus, Pitawanakwat, an Anishinabe with the Anishinabek Nation, is from the Wiikwemkoong Unceded Territory on Manitoulin Island. He said that he was proud to be participating in the panel. He spoke about the impact of residential schools on his family, specifically his father and grandfather who attended the St. Joseph Residential School in Spanish, Ontario. 鈥淭his was never spoken about to the children, it was a topic that no one discussed,鈥� he said, noting, 鈥渢he education system participated in the lack of education about Indigenous Peoples, so now the education system must now become a full participant in the reconciliation efforts.

鈥淲e need to accomplish an awareness of the past wrongs and right these wrongs. We need to accomplish a desire to join in building a new relationship. Reflecting on my current position within the 91亚色 community, my hope is that we focus on establishing learning opportunities for staff and students,鈥� he said. 鈥淭here is so much to learn about Indigenous Peoples and these learning opportunities can include both in-person and online learning, including in the form of training sessions that can be made available as professional development for staff and employees. We need to build the capacity for learning and have resources available. There is a lot of work to do throughout the entire institution and we need to come together and establish a coordinated effort and set a plan, rather than the current piecemeal format.鈥�

The learning process will be difficult, said Pitawanakwat, but necessary. 鈥淲e must all work together on this, reconciliation is everyone鈥檚 responsibility.鈥�

The last to respond in the panel, Teong brought a student perspective to the question: What actions have you taken or want to take in the service of reconciliation?

Teong responded that he felt lost and overwhelmed in trying to ascertain where to start his own journey. 鈥淎s a student leader, a Canadian and the son of immigrants, my parents came to this land to build a better life. 鈥淎s I reflect on reconciliation, I remind myself that impact begins with one person. I want to work in the service of reconciliation. Whether it be working with campus partners and Indigenous Student Services to learn what they do and how to incorporate their vision into our own [Glendon Student Government], I commit myself and the team to working with the Indigenous councils and student groups.鈥�

Personally, he said that he was engaging with the Canadian Language Museum on the Glendon Campus and encouraged those viewing the panel to visit and study the museum鈥檚 free exhibit. He is pursuing his own learning through reading about the Residential School System and the intergenerational harm caused to Indigenous Peoples. He is also taking courses to learn more about the experiences of Indigenous Peoples in Canada. 鈥淎s we talk about actions, it starts with learning and with difficult conversations. One person taking the first step forward and inspiring others to do the same, and it is in this spirit that we can make things better.鈥�

In her closing remarks, Cote-Meek said that the National Day for Truth and Reconciliation represented an important milestone, and the panel was important for 91亚色.

鈥淎s you reflect on the great injustices of the Residential School System in Canada, I want to remind you that colonization remains ongoing for Indigenous Peoples. I will leave you with the stark realities that Indigenous children and families continue to face today,鈥� said Cote-Meek. 鈥淭here are three times more First Nations children in the current child welfare system than there were at the height of the residential schools. First Nations children are six to eight times more likely to go into child welfare care than non-Indigenous children. This over-representation is largely caused by a number of factors beyond the control of individual families and parents, some of which include poverty, poor housing, under-funded education, and in many cases the lack of access to safe drinking water,鈥� said Cote-Meek. 鈥淭here are a number of other reports that are available online that I would ask you to explore. The Missing and Murdered Indigenous Women and Girls Report remains out there and little action has been taken. A new report on the gender-diverse and non-binary community speaks to the high rates of violence directed not only to women but to that community as well.

鈥淎ll of the speakers have provided us with deeper insights into what reflecting on reconciliation in action can be. There is no doubt that it will be a long journey. I leave you with this question: What will you personally commit to going forward?鈥�

The post National Day for Truth and Reconciliation panel explores reconciliation in action appeared first on Faculty of Education.

Dr. Pamela Rose Toulouse (Anishinaabe), Kiera Brant-Birioukov (Haudenosaunee), Rebecca Beaulne-Stuebing (M茅tis), Marianne Groat (Haudenosaunee & English/Welsh) and Natasha Bascevan (Anishinaabe & M茅tis) encourage colleagues and their families to take the time to reflect on September 30 鈥� the National Day for Truth and Reconciliation. The following resources on truth and reconciliation are suggested wise practices as starting points to unlearn (truth) and relearn (reconciliation) together.

Miigwetch, Nia:weh, Maarsi and thank you.

Websites

• Official Site for the National Centre for Truth and Reconciliation -
• Spirit Bear鈥檚 Guide to the Truth and Reconciliation Commission of Canada Calls to Action -
• Gord Downie/Chanie Wenjack National Day for Truth and Reconciliation -
• Official Site for Orange Shirt Day -
• CBC Truth and Reconciliation offers 94鈥� calls to action -
• Official Site for the Federal Indian Day Schools Class Action -
• UBC鈥檚 Research on Indian Day Schools -

Videos

• TRC Mini Documentary 鈥� Senator Murray Sinclair on Reconciliation -
• 鈥楾his is not just neglect, this is a cover up鈥� 鈥� Dr. Niigaan Sinclair -
• Truth and Reconciliation 鈥� Kevin Lamoureux 鈥� TEDx University of Winnipeg -
• Truth and Reconciliation Progress? Five Years On -
• When We Were Alone Book Final Edit Read Aloud by Fairlawn Public School -
• How to change systemic racism in Canada -
• Dr. Susan Dion 鈥� Introducing and disrupting the 鈥減erfect stranger鈥� -

Books

• The Inconvenient Indian (2015) by Thomas King -
• 21 Things You May Not Know About the Indian Act: Helping Canadians Make Reconciliation with Indigenous Peoples a Reality (2018) by Bob Joseph -
• Truth and Reconciliation in Canadian Schools (2018) by Dr. Pamela Rose Toulouse -
• Speaking Our Truth: A Journey of Reconciliation (2017) by Monique Gray Smith -
• The Reason You Walk (2017) by Wab Kinew -
• Sugar Falls: A Residential School Story (2021) by David A. Robertson -
• Indigenous Ally Toolkit (2018) by Dakota Swiftwolfe and Leilani Shaw for the Montreal Urban Aboriginal Community Strategy Network -

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