Setting the Conditions for Reconciliation
Upholding Indigenous Rights: A Story of Listening and Learning
It began with a shared understanding: that Indigenous students have the right to thrive in spaces that honour their identities, stories, and knowledge systems.
We took our first steps by listening – truly listening – to Indigenous families, students, Elders, and community members who told us that schools need to be places where Indigenous identities, stories, and ways of knowing are seen, respected, and celebrated. Their voices became the foundation of our path forward. They reminded us that every Indigenous student has the right to feel proud of who they are and to thrive.
Rooted in this commitment, the Indigenous Education department took action. We began by building strong relationships, with Treaty partners, Rights holders, and local Indigenous communities. These weren’t one-time meetings. They became regular conversations, where we listened, learned, and worked together. Each dialogue helped shape the direction of our initiatives, ensuring the work we do is not only in collaboration with the community but led by the needs and vision of those we serve.
A big part of this journey has been professional learning, ensuring that every educator and staff member had the opportunity to engage in thoughtful, reflective, and deep learning about true histories, Indigenous knowledge, and the legacy of colonialism. An example from October was our second Land-based Learning Conference.
This professional development supported curriculum transformation: embedding Indigenous knowledge, fostering cultural safety, and reimagining classrooms as spaces where Indigenous students could see themselves and feel a strong sense of belonging.
We’ve also walked alongside Elders, Knowledge Keepers, and Indigenous scholars to bring more culture and language into our schools. Through land-based learning opportunities, language revitalization, and cultural teachings, we created meaningful connections to identity and well-being. These experiences are not supplementary; they are central to student success.
Another example is our highly anticipated NBE Book Festival event that each year features keynotes and wisdom from thought-provoking Indigenous authors and community influencers.
Our work is connected to the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), the Truth and Reconciliation Commission (TRC), and the DDSB’s Multi-Year Strategic Plan. Together, these guides help us focus on meaningful learning, strong communities, and student well-being. Every step we take affirms that Indigenous students and community voices lead, teach, and inspire transformation.
And we know this is just the beginning.
By continuing to listen, learn, and walk together, we will keep making schools a better place to lead, teach and inspire change for Indigenous students.