Teaching About Genocide

In June 2019 the Inquiry into Missing and Murdered Indigenous Women and Girls concluded that past and present policies and actions enacted by the Canadian government, institutions, and individual Canadians towards Indigenous women and girls amounted to Genocide. In 2015, the Truth and Reconciliation Commission concluded that the Indian Residential School System was an act of Cultural Genocide.

At what age is it appropriate to begin teaching about genocide? What are effective strategies, tools, and resources that I can incorporate into my classroom? Why is there a debate about the use of the term Genocide as it relates to events in Canada? How do I address students, colleagues and other community members who resist using the term?


In the next installment of the Kikinoo'amaagoowin Webinar series,we convene a panel discussion with Carmen Rodriguez de France from the University of Victoria and Jasmine Wong from Facing History Canada. The webinar will take place on October 23rd at 7pm EST.

Sign up for FREE here


You will learn:

  • More about the definition and usage of the term Genocide

  • Strategies and resources available for teaching about it, and historical and current actions that contribute to it in Canada

  • How to respond to the resistance of others

You will also get a chance to ask questions! We hope you will join us for this important discussion!

Our panelists:

Carmen Rodriguez de France has been a grateful visitor on the land of the Coast Salish and Straits Salish people for over 20 years. She was born and raised in Monterrey, México, and part of her heritage is from the Kickapoo nation in North-eastern Mexico. Carmen feels privileged to be a member of the Department of Indigenous Education in the Faculty of Education at the University of Victoria where she arrived as an international student in 1996, graduating with her Master’s and Doctoral degrees from the same Faculty where she now works.

Carmen facilitates courses on Indigenous education, knowledge, and ways of knowing, and collaborates with other programs across campus such as Social Justice and the Latin American Studies Program. Her career in education spans thirty-five years working as a school teacher, and most recently with pre-service teachers, and Indigenous children, youth, and adults in diverse educational contexts. Some of those experiences have been captured as publications, poetry, stories, and other forms of documentation.

Jasmine Wong is a senior program associate with Facing History and Ourselves, where she facilitates and supports teacher professional learning and development with educators across Canada. Prior to her work with Facing History and Ourselves, Jasmine was a classroom teacher. She earned her M.A. in Education Policy, Organization and Leadership Studies at Stanford University, and her B.Ed. from the Ontario Institute for Studies in Education.

New Webinar on September 26th!

Right before I went on maternity leave a number of new themes were emerging in my consulting practice. Educators expressed their desire to build meaningful reciprocal relationships with First Nations, Métis, or Inuit communities but did not know where to begin.

A number of folks were also concerned that the Indigenous content they were teaching did not seem to be resonating with their older students, and they were looking for new ways to engage their interest.

Laryssa Gorecki is an educator at the Toronto Catholic District School Board who has experience with both of these concerns. When she first began working with her high school students in her English class, they did not immediately see the importance or relevance of learning about Indigenous literature, histories, and current events.

Fast forward a few years later, and she has developed a comprehensive approach to Indigenous Education at her school, inviting artists and local knowledge keepers into her classroom, and most recently organizing a visit with 21 students to Thunderchild First Nation in Saskatchewan.

They met with with Indigenous artists, Elders, and other community members all with the goal of having her students build relationships, better understand the history and present shape of colonialism, and connect these teachings with their own lived experiences on these lands.

A New Webinar


On September 26th, Dr. Restoule and I will be welcoming Laryssa to the Kikinoo’amaagoowin Webinar Series to speak about her work.

This webinar will explore Laryssa’s trip as a starting point for a rich discussion about:

• Seeking out opportunities to partner with Indigenous communities and artists

• Preparing students and staff to respectfully enter into an Indigenous community

• Navigating privilege as a non-Indigenous educator

• Trauma-informed and anti-colonial relationship building

• Finding the funds to get the work done!
 

You can sign up for the webinar here! 

New FREE Webinar February 28th

Sign up to join us (or to receive the recording) of this FREE webinar on February 28th HERE

Dr. Jean-Paul Restoule of the Univerisity of Victoria and Dr. Angela Nardozi of Listen & Learn are proud to partner to bring you the fourth installment of the Kikinoo’amaagoowin Webinar Series: Teaching Mathematics In Relationship with Indigenous Ways of Knowing.

Teachers across (what we now refer to as) Canada are being encouraged to incorporate Indigenous ways of knowing into every subject area. What does this look like in the mathematics classroom? 

In this webinar, Nikki Lineham (a non-Indigenous educator living in Lekwungen territory) will share her experience bringing wholistic, collaboartive pedagogies based in Indigenous ways of knowing into her math teaching with a focus on spatial and visual learning. She will share concrete examples of lessons and pedagogies which can be geared towards all students. Nikki will also speak to her belief that this work must be personal and relevant to students, their communities, and the land that they are living and learning on.

Join Jean-Paul and Angela for this FREE 1-hour webinar on Thursday, February 28th, at 4:00pm PDT and 7:00pm EST or sign up to receive the recording the next day. We look forward to meeting you!  

Special Guest Bio

Nikki Lineham is a non-Indigenous math teacher in Lekwungen territory (Victoria, BC) who has been mentoring math teachers for over 12 years. Her passion stems from watching students, teachers and parents learn to understand math conceptually and the resulting growth in confidence, achievement and love for math. Nikki is currently in the first cohort of educators enrolled in the post-graduate certificate in ethnomathemtics at the University of Hawaii. This experience has fueled a new passion for culturally sustaining math teaching. It has also given her more tools to support teachers in understanding how Indigenous perspectives and ways of knowing can be incorporated into teaching as a way to support all learners.

Wet’suwet’en Nation & the Unist'ot'en camp

Last month I was overcome with feelings of sadness and anger as I watched armed RCMP confront the Unist'ot'en camp, in order to enforce a court order on behalf of an oil and gas company. As the images spread across social media and the news, many Indigenous folks on Twitter and who have a public platform like Jesse Wenteand Tanya Talaga (in a piece now removed from The Toronto Star's website) declared Reconciliation to be over. Some argued Recompilation never began. 

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