Bianca Dudenhoffer, Leah Hogan, Amy Kelaidis, Kim Veldhuisen€¦ · Bianca Dudenhoffer, Leah...

Dudenhoffer, Hogan, Kelaidis, Veldhuisen 1

Bianca Dudenhoffer, Leah Hogan, Amy Kelaidis, Kim Veldhuisen

Dr. Adrienne Sauder

PME 801

6 November, 2016

Indian Residential Schools: Strategies for Creating a Safe Classroom for Collaborative Inquiry

INTRODUCTION

Benjamin Franklin once said, “Without continual growth and progress, such words as

improvement, achievement, and success have no meaning.” As the educational environment

continues to evolve, new methods and strategies of teaching are beginning to emerge. These new

strategies are becoming increasingly popular with educators and are becoming more prevalent in

curriculum, as educators observe the success of these changes. Twenty-first century factors such

as cultural diversity, advancements in technology, and developments in behavioural research are

testing the limits of the current educational landscape and compelling existing curriculum to

grow and progress. Dr. Weimer, in the article “Changing the Way We Teach: Making the Case

for Learner-Centered Teaching” states that there are, “compelling reasons to change the way we

teach—to move away from instruction devoted to teacher-transmitted content and

teacher-directed learning and toward more student-centered teaching.”

Collaborative inquiry (CI) learning is a contemporary method of student-focused

education that aims to engage students in meaningful conversation with each other in order to

obtain a goal or to solve a problem. According to Bell et al., “Collaborative inquiry learning is

one of the most challenging and exciting ventures for today’s schools. It aims at bringing a new

and promising culture of teaching and learning into the classroom where students in groups


engage in self-regulated learning activities supported by the teacher.” (349). In today’s

classroom, collaborative inquiry has come to resemble students working in pairs or small groups

to attain shared learning objectives (Barkley 4). Collaborative inquiry is an excellent way to

discuss problems, gather and analyze evidence, and determine courses of action (Donohoo i).

Problem

One of the problems facing educators today is a student's fear to speak out on sensitive

issues. Students can become so uncomfortable with the opinions expressed, the way other

students express their feelings on the subject, or the other students’ reactions (or lack of) to their

opinions that they do not feel compelled to participate at all (“Teaching Sensitive or

Controversial Topics”). This is a noteworthy problem because sensitive topics such as

discrimination, racism etc. needs to be taught and discussed with students, in a sensitive way, in

order to see change in these areas. When discussing the importance of teaching students about

the holocaust, Ambrosewicz-Jacobs and Hoñdo surmise that, “It would be naive to delude

ourselves that a similar catastrophe cannot be repeated…Learning and understanding the sources

of the Holocaust may give us a chance to avert a similar tragedy in the future” (21). It is

imperative that these sensitive topics and issues do not go un-taught or un-discussed with the

next generation; therefore, it is important that we find solutions to the problems that prevent this

from happening.

One of these sensitive topics that is especially significant in Canada, is the history of the

Indian Residential Schools. We know from practice that engaging students in conversations on

sensitive topics can be difficult. McCracken states that, “Teaching about an emotionally charged,

important topic like residential schools can be daunting, especially if like many Canadians you


weren’t exposed to residential schools in any great depth during your own education”. It’s

through collaborative inquiry that we have the means to provide students with a more intimate

and safe way of sharing their feelings on such a sensitive topic. So, what strategies can we take,

as educators, to establish a safe place for our students to engage in collaborative inquiry and

discuss sensitive issues such as the Residential Schools experience in Canada?

By asking ourselves what strategies we can take to establish a safe place for our students

to engage in collaborative inquiry and discuss sensitive issues such as the Residential Schools

experience in Canada, we are answering the National Centre for Truth and Reconciliation

(NCTR) mandate “Education for Reconciliation”:

The mandate states,

“63. We call upon the Council of Ministers of Education, Canada to maintain an annual

commitment to Aboriginal education issues, including:

i. Developing and implementing Kindergarten to Grade Twelve curriculum and learning

resources on Aboriginal peoples in Canadian history, and the history and legacy of

residential schools.

ii. Sharing information and best practices on teaching curriculum related to residential

schools and Aboriginal history.

iii. Building student capacity for intercultural understanding, empathy, and mutual

respect.

iv. Identifying teacher-training needs relating to the above. (NCTR)”


THE HISTORY OF RESIDENTIAL SCHOOLS

Before we attempt to uncover strategies for creating a safe educational environment and

strategies for teaching about the Indian Residential School (IRS) system in particular, we must

first gain a foundational understanding of the history of the IRSs. The IRS system dates back to

the 1800’s and it is believed there were approximately 130 schools across our Nation with over

150,000 students. Duncan Campbell Scott, the deputy Superintendent General of the Department

of Indian Affairs from 1913-1932 was accountable to thousands of children in IRS’s across

Canada. Mr. Campbell Scott’s mandate was to “get rid of the Indian problem” and therefore

revised the Indian Act in 1920 which made it legally mandatory for all Indigenous children (ages

seven to fifteen) to attend Indian Residential Schools.

The mandate of IRSs, that were federally funded and operated by churches, was to

assimilate the Indigenous population by removing children (often by force) with the purpose to

eliminate parental involvement in the spiritual, cultural, and intellectual development of the

children (TRC). The number of students who died in Canada’s Indian Residential Schools is not

likely ever to be known as indicated by the full TRC report. The first school to open was The

Mohawk Institute in 1827 and the last school closed in 1996 in Saskatchewan was the Gordon

Indian Residential School.

The long lasting effects suffered by the survivors include but are not limited to:

● Loss of language ● Loss of culture ● Loss of childhood ● Loss of feeling ● Shame of Indigenous heritage ● Family breakdown ● Drug & alcohol abuse


● Isolation from community ● Poor parenting skills ● PTSD

Educators, churches and governments are answering the ‘Calls to Action’ from The Truth

and Reconciliation Commission (TRC, now referred to as the National Centre for Truth and

Reconciliation, NCTR); however, preparations and mindful considerations need to take place

before impetuous actions are implemented.

ESTABLISHING A SAFE PLACE FOR INQUIRY ABOUT SENSITIVE TOPICS

Establishing a safe and non-threatening learning environment is the first step needed

before students can engage in inquiry on sensitive issues such as the Indian Residential School

experience in Canada. Safety is a prerequisite for learning. All students must feel physically and

emotionally safe inside their classrooms. They must feel that their classroom is free from

intimidation, embarrassment, pressure, rejection, failure, and bullying. Educators who create

such safe and caring learning environments based on respect, allow their students to learn, grow,

and inquire freely to the best of his or her ability (“Caring and Safe Schools” 10-12).

In order for a safe, accepting and respectful learning environment to be established, all

dimensions of education must be committed. At the institutional level, administration and

leadership of the school systems, including school and school board policies and practices, must

reflect and be dedicated to such values. At the personal level, educators must have a mindset of

culturally responsiveness and view all of their students with genuine respect. At the instructional

level, curriculum, resources, materials, books, teaching strategies and instructional activities

must emphasize inclusive and accepting education (“Student Identity and Engagement”).


The subsequent list detail strategies educators can use to establish a safe place to engage

in inquiry about the Residential Schools experience in Canada:

● Develop meaningful relationships with every student by getting to know him/her in more

dimensions than just academic. Get to know their strengths, needs, interests, career

aspirations, what excites them, what they are curious about, etc. Through feedback and

conversations about students’ lives, educators build authentic relationship where students

feel valued, supported and welcomed to freely engage in all topics, including sensitive

issues. (“Student Identity and Engagement”)

● Right from the beginning of the class, course or school year, actively demonstrate and

promote an environment where diversity is accepted and welcomed. Learn together and

value cultures continually - integrating diversity and modelling inclusion throughout all

aspects of the curriculum, instruction, and learning processes (Brown 58-59 and

Richards, Brown, & Forde 6).

● Allow students to have a say in their learning through inquiry. When introducing topics

such as Residential Schools, allow students’ voices to be heard. Be open and flexible to

what aspect students may want to inquire about. Be accepting of a variety of outcomes,

whether unexpected or expected (“Student Identity and Engagement” and “Culturally

Responsive Pedagogy”).

● Be alert to any student who may not be participating. Privately discuss with that student

their reason for not participating, and work together to remove that barrier (“Student

Identity and Engagement”).


● Develop a culture of listenership where students listen to each other in a

non-judgemental, inquisitive, attentive way. Teach (using anchor charts, classroom

discussions, read-alouds or object lessons), practice (by provide opportunities for students

to do so), and model (yourself in your conversations with students) such respectful

listening.

● Admit mistakes – educators who demonstrate vulnerability to their students allow them to

see that they are also learning, and that making mistakes and being willing to admit those

mistakes, is part of the learning process. Sharing personal information that is relevant to a

particular student or problem shows that you are emotionally open and authentic to

discuss sensitive issues with, but great care needs to be observed not to turn the focus

onto yourself, or make the student worry about you (Philips).

● Create a physical space for learning that promotes collaboration. When the time comes

for students to engage in inquiry on sensitive issues, they will have had much needed

practice in respectful, collaborative inquiry.

● Ensure that students’ cultures are represented in the classroom through books, a

welcoming sign in other languages, or items displayed that connect students to their

culture such as a Métis scarf (“Integrating Aboriginal Teaching”).

● Display all students’ work regardless of ability, class, gender, race, interests, ethnicity,

religion, mental or physical disability, age, sexual orientation, language, or any other

similar factor (“Student Identity and Engagement”).

● Foster home-school partnerships beginning at the start of the year. Build

open-relationships through continual communication so that concerns, successes, and


information can freely be shared. Work together with you students’ families to provide

the best, personalized education possible for their children. Learn about your students’

families, family history and ethnic backgrounds so that you can be sensitive to their

specific histories and experiences (Richards, Brown, & Forde 6-7).

● Provide opportunities for students to gain the knowledge and skills necessary to deal with

bullying through prevention and intervention strategies that focus on building skills for

healthy relationships (“Safe and Accepting School Policies”).

● Give equal time to all voices. Using an activity such as a “Talking Circle” in which a

designated stick or object is passed from one student to the next in a circle, where only

the person holding the talking stick is allowed to speak, provides structure for

participation and allows every student to have an uninterrupted time to speak (Carillo).

● Promote think-time and reflection. Using an activity such as “Think-Pair-Share” allows

students time to think about their response and reflect in a more meaningful, thought-out

way. Journaling is another way in which students can have time to think, reflect and

process difficult topics internally, prior to engaging in inquiry with the larger group

(Carillo).

● Seek professional help or be prepared to refer a student on for professional help (school

counsellor, psychologist, licensed therapist) if significant emotional behaviours exist

(Phillips).

● Educate yourself on the topic of Residential Schools (see resource page) and don’t be

afraid to seek advice when unsure how best to include Aboriginal perspectives

(“Teaching for Ecological Sustainability”).


PROPOSED STRATEGIES FOR TEACHING ABOUT RESIDENTIAL SCHOOLS

It can be overwhelming to research and identify appropriate curriculum to present in your

classroom when a sensitive topic is to be presented. Where do you start? How do you choose

what is right for your class? How do you honour the stories, the histories and the people you will

be sharing about? How do you ensure everyone has a voice and no one is silenced? These are all

questions we, as educators, dizzy ourselves over.

Consultation has taken place with an Indigenous professional community whose mission

and vision involve providing education on Indian Residential Schools. In this case, we reached

out to the Woodland Cultural Centre who provides a connection to survivors, their stories, and

the site of the Mohawk Institute, also known as the Mush Hole. By building a connection to the

very people and places we are building empathy for, we connect our students with the

community and an authentic learning experience. By engaging with this valuable contact, we

have created a starting point for an educator that includes authentic suggestions and

recommendations directly from the community and have combined it with our own research on

past and current best practice. This partnership represents true collaboration and relationship

building in the name of reconciliation and has allowed us to create a collective list of suggestions

and recommendations based in community consultation.

Our list of suggestions and recommendations is organized in the following manner: The

Woodland Cultural Centre – 3 main strategies to consider when preparing and creating a safe

place for our students to engage in collaborative inquiry and discuss sensitive issues like the

Indian Residential School system. We are using those 3 main points as our leading strategies and

underneath those strategies we have provided additional suggestions that we have gathered from


our research. Lastly, you will find a list of web resources that apply to education of all levels and

can provide educators with further ideas and points of reference for addressing sensitive issues in

the classroom.

From the Woodland Cultural Centre – Strategy #1: Preparation for Educators

Introducing children to the magnitude of wrong doings that human beings are capable of

inflicting on other human beings does not begin with the horrifying details of how these little

children suffered. Instead it begins with teaching acceptance for those who are different from us,

creating empathy and empowering children to grow up as advocates of change for a better world

for all people. It needs to be more than a day; it needs time to establish awareness. Exposure

needs to be gradually presented over time. Begin with a simplified overview; add more details

and as the child gets older, slowly build on what they have learned. Help them develop a context

to filter information. Stay within their language and understanding. The reading of stories and the

displaying of images of Residential Schools can be impactful. It’s not the history that visitors to

the former Residential School are moved by; it’s the stories.

Additional Best Practices

· Develop meaningful relationships with every student by getting to know him/her in more

dimensions than just academic.

· Actively demonstrate and promote an environment where diversity is accepted and welcomed.

· Develop a culture of listenership where students listen to each other in a non-judgemental,

inquisitive, attentive way.


· Admit mistakes – show your students that making mistakes and being willing to admit those

mistakes, is part of the learning process

· Create a physical space for learning that promotes collaboration.

· Ensure that students’ culture is represented in the classroom

· Foster home-school partnerships beginning at the start of the year and build open-relationships

through continual communication.

· Educate yourself on the topic of Residential Schools (see resource page) and don’t be afraid to

seek advice when needed.

· set ground rules to ensure safety when teaching about sensitive subjects such as residential

school.

· Seek out the services of Elders, community members, and other service workers to help

facilitate the discussions and ensure everyone’s cultural safety.

· Sensitive subjects are best taught through discussion rather than instruction

· a teacher is responsible for ensuring exploration of the issue so the discussion promotes

understanding and is not merely an exchange of intolerance

· be aware of issues that may arise for students both in formal discussions and informal

conversations in and around the classroom; close conversations appropriately; play a role in

ensuring potential conflict is dealt with in the context of the classroom

· It is okay to feel discomfort

From the Woodland Cultural Centre – Strategy #2: Preparation of the Students

Share stories of tolerance, acceptance, human courage, loyalty and struggle for dignity.

Understanding is gradual and takes time. The purpose is not to frighten or go beyond the level of


understanding. We want children to grow in empathy. School, playtime, food, separation from

family, bullying are all good topics to focus on to build a context they will understand. Because

of the sensitive subject I believe it is a good idea to notify the parents in the case that they may

be of First Nations descent. This is an opportunity for self-identification, but send home

information, attach possible questions to open the door for family conversations.


· Promote think-time and reflection.

· Allow students to have a say in their learning through inquiry.

· Provide opportunities for students to gain the knowledge and skills necessary to deal with

bullying through prevention and intervention strategies that focus on building skills for healthy

relationships.

· Emphasize empathy and to promote and foster understanding in students.

· Allow time to deal with students’ concerns and questions

From the Woodland Cultural Centre – Strategy #3: Preparing Intergenerational survivors

“We, as Aboriginal peoples, are regaining, remembering, and picking up our Sacred

Bundles that were dropped beside the trail and stayed there for so long, waiting to be recovered.”

(Partridge, 2010, p.58). Use parental consent forms to help identify intergenerational survivors.

Discuss the resilience of the Indigenous people in Canada. As some students may become

triggered, please make sure this hotline number is available - Indian Residential Schools Crisis

Line at 1-866-925-4419.



· Include stories of triumph and positive outcomes, not just the negative.

· It is important not to hide or silence stories or experiences. Give equal time to all voices.

· Be alert to any student who may not be participating.

· Seek professional help or be prepared to refer a student on for professional help or cultural

support

LIST OF RESOURCES

Valuable Read-Alouds

Shishi-etko - Nicola Campbell (age 4-8)

Shin-chi’s Canoe - Nicola Campbell (age 4-8)

Fatty Legs - Christy Jordan-Fenton and Margaret Pokiak-Fenton (age 9-12)

A Stranger At Home - Christy Jordan-Fenton and Margaret Pokiak-Fenton( 9-12) When I was

Eight - Christy Jordan-Fenton and Margaret Pokiak-Fenton (4-8)

As Long as the River Flows – Larry Loyie (age 9-12)

No Time to Say Good Bye – Sylvia Olsen (age 9-12)

Web Resources

Bringing the Legacy of Residential Schools into the Classroom http://activehistory.ca/2014/09/14059/ Canadian Human Rights Toolkit https://humanrights.ca/search/site/ctfdb Engaging learners: Challenges, strategies, and classroom assessment. http://opus.ipfw.edu/cgi/viewcontent.cgi?article=1088&context=nursing_facpres Indian Residential Schools and Reconciliation Resources http://www.fnesc.ca/irsr/

http://activehistory.ca/2014/09/14059/



https://humanrights.ca/search/site/ctfdb



http://opus.ipfw.edu/cgi/viewcontent.cgi?article=1088&context=nursing_facpres



http://www.fnesc.ca/irsr/


Project of the Heart – Resources http://projectofheart.ca/what-is-project-of-heart/resources/ Teachers need to be educated about residential schools before students, says TDSB official https://www.thestar.com/news/canada/2015/06/02/teachers-need-to-be-educated-about-residential-schools-says-tdsb-official.html Teaching Sensitive or Controversial Topics https://www.sheffield.ac.uk/lets/toolkit/teaching/sensitive Ten Tips for Facilitating Classroom Discussions on Sensitive Topics http://bento.cdn.pbs.org/hostedbento-prod/filer_public/SBAN/Images/Classrooms/Ten%20Tips%20for%20Facilitating%20Classroom%20Discussions%20on%20Sensitive%20Topics_Final.pdf United Nations Declaration on the Rights of Indigenous Peoples for Indigenous adolescents http://files.unicef.org/policyanalysis/rights/files/HRBAP_UN_Rights_Indig_Peoples.pdf Why Non-Indigenous Canadians Need to Share the Burden of the Residential School System http://activehistory.ca/2016/02/why-non-indigenous-canadians-need-to-share-the-burden-of-the-residential-school-system/ 10 books about residential schools to read with your kids http://www.cbc.ca/news/indigenous/10-books-about-residential-schools-to-read-with-your-kids-1.3208021

CONCLUSION

The history of Indian Residential Schools is a sensitive but crucially significant subject

that needs to be discussed and taught in a respectful way in our schools today. As educators we

need to become more aware of the problem that students do not feel comfortable in a group

setting discussing such a sensitive topic. Discussions held with the Woodland Cultural Centre on

behalf of the Mohawk Institute, and research on current literature have produced a list of

strategies for both creating a safe educational environment when addressing a sensitive topic and

teaching the history of Residential Schools. The preceding strategies have been presented, not as

http://www.fnesc.ca/irsr/

http://projectofheart.ca/what-is-project-of-heart/resources/



https://www.thestar.com/news/canada/2015/06/02/teachers-need-to-be-educated-about-residential-schools-says-tdsb-official.html




https://www.sheffield.ac.uk/lets/toolkit/teaching/sensitive



http://bento.cdn.pbs.org/hostedbento-prod/filer_public/SBAN/Images/Classrooms/Ten%20Tips%20for%20Facilitating%20Classroom%20Discussions%20on%20Sensitive%20Topics_Final.pdf





http://files.unicef.org/policyanalysis/rights/files/HRBAP_UN_Rights_Indig_Peoples.pdf



http://activehistory.ca/2016/02/why-non-indigenous-canadians-need-to-share-the-burden-of-the-residential-school-system/




http://www.cbc.ca/news/indigenous/10-books-about-residential-schools-to-read-with-your-kids-1.3208021




an exhaustive list of strategies, but as a starting point for those educators who wish to create a

safer space for discussing and collaboratively learning about sensitive issues, such as the Indian

Residential School experience. Employing the previously stated strategies will attempt to help

students overcome fears of speaking out and aversions to such a sensitive subject as well as

promote collaborative inquiry. The NCTR helps us to remember that going forward, “Teacher

education and preparation for teaching a difficult but critical part of our history [must be taught]

always with the view of evoking reconciliation and respectful relationships between Aboriginal

and non-Aboriginal students” (NCTR).


Works Cited

Ambrosewicz-Jacobs, J. and Hoñdo. “Why We Should Teach about the Holocaust”. The

Jagiellonian University Institute of European Studies Cracow, 2003.

www.osce.org/odihr/80059?download=true. Accessed 2 Nov. 2016.

Barkley, Elizabeth, Patricia Cross, and Claire Major. Collaborative Learning Techniques: A

Handbook for College Faculty . John Wiley & Sons, 2014.

Bell, Thorsten, et al. "Collaborative Inquiry Learning: Models, Tools, and Challenges."

International Journal of Science Education 32.3 (2010): 349-77. Web. 5 Nov. 2016,

http://journals2.scholarsportal.info.proxy.queensu.ca/details?uri=/09500693/v32i0003/34

9_cilmtac.xml. Accessed 30 Oct. 2016.

Brown, Monica. "Educating all Students: Creating Culturally Responsive Teachers, Classrooms,

and Schools." Intervention in School and Clinic 43.1 (2007): 57-62. Web. 4 Nov. 2016.

Carillo, Stephanie. Five Ways to Create a Safe Classroom Space .

http://lanetwork.facinghistory.org/five-ways-to-create-a-safe-classroom-space/

“Caring and Safe Schools in Ontario”. (Ontario Ministry of Education) Found here:

http://www.edu.gov.on.ca/eng/general/elemsec/speced/caring_safe_school.pdf


“Culturally Responsive Pedagogy”. Capacity Building Series, #35.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ResponsivePedag

ogy.pdf

Donohoo, Jennifer. “Collaborative Inquiry: A Facilitator’s Guide.” Learning Forward Ontario.

2001.

“Education and the NCTR”. National Centre for Truth and Reconciliation . NCTR.ca

www.nctr.ca/educators.php. Accessed 28, Oct. 2016.

Gallant, Lorrie. Re: Teaching about Residential Schools.” Accessed 28 Oct. 2016. Gillmore,

Meagan. “Teaching Truth and Reconciliation: Exploring Residential Schools In Canada”.

Teach Le Prof . www.teachmag.com/archives/8934. Accessed 30 Oct. 2016.

“Integrating Aboriginal Teaching and Values into the Classroom”. Ontario Ministry of

Education.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Toulouse.pdf

McCracken, Krista. “Bringing the Legacy of Residential Schools into the Classroom”. History

Matters . 22 September 2014. http://activehistory.ca/2014/09/14059/. Accessed 31 Oct.

2016.

Phillips, Mark. Creating an Emotionally Healthy Classroom Environment.

https://www.edutopia.org/blog/creating-emotionally-healthy-classroom-environment-mar

k-phillips


“Realizing the Promise of Diversity: Ontario’s Equity and Inclusive Education Strategy”. (2009 ,

Ontario Ministry of Education). Equity and Inclusive Education Strategy. Found here:

www.edu.gov.on.ca/eng/policyfunding/equity.html

“Reconciliation…towards a new relationship”. Truth and Reconciliation Commission of Canada .

TRC.ca. www.ahf.ca/downloads/resilience.pdf. Accessed 28 Oct. 2016.

Renkl, A., Mandl, H., & Gruber, H. (1996). Inert knowledge: Analyses and remedies.

Educational Psychologist, 31 (2), 115–121.

"Residential Schools". Truth and Reconciliation Commission of Canada. TRC.ca.

www.trc.ca/websites/trcinstitution/index.php?p=4. Accessed. 28 Oct. 2016.

Richards, H.V., Brown, A., & Forde, T.B. (2006). Addressing diversity in schools: Culturally

responsive pedagogy. Buffalo State College/NCCREST.

“Safe and Accepting School Policies”. Policy/Program Memorandum 144: Bullying Prevention

and Intervention (Ontario Ministry of Education). Found here:

http://www.edu.gov.on.ca/eng/teachers/safeschools.html

“Student Identity and Engagement in Elementary Schools”. Capacity Building Series, #20.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/

research/CBS_StudentIdentity.pdf

“Teaching about controversial issues: guidance for schools”. The Citizen Foundation. 2003.

www.citizenshipfoundation.org.uk/lib_res_pdf/0118.pdf. Accessed 1 Nov. 2016.


“Teaching for Ecological Sustainability: Incorporating Indigenous Philosophies and Practices,

(Ontario Ministry of Education)”. Found here:

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Teaching_Ecologi

cal.pdf

“Teaching Sensitive or Controversial Topics”. The University of Sheffield.

https://www.sheffield.ac.uk/lets/toolkit/teaching/sensitive. Accessed 1 Nov. 2016.

“Truth and Reconciliation Commission of Canada: Calls to Action”. National Centre for Truth

and Reconciliation . NCTR.ca, 2015, www.nctr.ca/assets/reports/Calls to Action

Eglish2.pdf. Accessed 27, Oct. 2016.

Weimer, M. “Changing the Way We Teach: Making the Case for Learner-Centered Teaching”.

Faculty Focus. June 1st, 2011.

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h-making-the-case-for-learner-centered-teaching. Accessed 28 Oct. 2016.

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“Latest from Woodland Cultural Centre”. Woodland Cultural Centre .

www.woodland-centre.on.ca/. Accessed 25 Oct. 2016.

‘What is ONECA”. Ontario Native Education Counselling Association . www.oneca.com/.

Accessed 27, Oct. 2016.


Appendix: Process Account

October 11 – 15 Group established through email communication. The group formation began

with Bianca and Kim joining together as a partnership, and then joining together with Leah and

Amy who also made a partnership previously. Several attempts were made by both partnerships

to find additional group members, until we formed our final four.

October 16 – 20 Through email, different possible collaborative technologies were discussed

and attempts were made to setup an Edmodo group, then a Google Community group. Finally,

we settled on using Wiggio. Bianca created a Wiggio group for the four us to use and sent out

invitations via email for us to follow and join this private group. Everybody agreed that this

form of technology was best for what we needed, as there was a Feed for us to post/discuss ideas

on that everybody could see and build on. We also liked that we could create events (make


commitments to aspects of our assignment) and link files, websites, resources, etc. When a

person posts on the Feed (starts a new or builds on an existing conversation), every group

member is notified through email.


October 22 – 25 Using our Wiggio Feed, the group discussed possible topics to use as our

problem. Different group members had different suggestions. As the focus of our problem

began to take shape, we refined our problem multiple times until we were in agreement on it.

We established that our main problem was that our students didn’t feel safe engaging in

collaborative inquiry on sensitive topics that involved human rights, discrimination, and

historical wrongs such as the Residential Schools experience. Our focus was going to be on why

our students don’t feel safe, and what can we do to create safe places in our classrooms for our


students to discuss such issues. Contact was made with the Woodland Cultural Centre for further

assistance with our problem.


October 25 - 26 Group members began to link resources to our Feed of interest to all, and

related to our problem/solution. Leah noted that she is in continual contact with Woodland

Cultural Centre via email to the Education Programming Coordinator there.

October 25-30 Our group continued to work on clarifying our specific problem, as we wanted

to ensure we narrowed our problem well enough to provide one solution well, but broad enough

that every member could focus on an area of interest and value to them in their workplaces/lives.

Our group agreed that our problem/solution needed to be framed in such a way to reflect that.

We also agreed that taking on more than one historical wrong, or more than one

prejudice/discrimination was too broad and that we wouldn’t have the ability or time to do that

well. We agreed on narrowing our focus to the Residential Schools experience in Canada. We

began to form, post, and refine a list of questions that we had for the Education Programming

Coordinator at Woodland Cultural Centre. A breakdown of tasks to work on individually was

created. Group members began to select a task of interest to them, to work on over the next few


days.


October 29 The group compiled a list of questions to ask of Woodland Cultural Centre. Leah

submitted these to the Education Programming Coordinator there via email. Our answers were

received and posted to our Feed.


October 27 - November 4 Everyone continued to link resources to our Wiggio Feed, as they

came upon them. These resources included newspaper articles, academic articles, curriculum

links and other resources related to our inquiry problem. Group members began to work on their

individual tasks, posting questions or seeking clarification from others onto our Feed.


November 2 - 4 Group members submitted their portions of the assignment for all to review

and give feedback on.


November 4-5 Group members posted their final portion of the assignment. Bianca offered to

compile everything together, seeking feedback from the group as needed. She took great care to


ensure all the individual pieces came together into one cohesive report that was consistent in

language and formatting, as well as adhered to MLA.

Bianca Dudenhoffer, Leah Hogan, Amy Kelaidis, Kim Veldhuisen€¦ · Bianca Dudenhoffer, Leah...

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