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The paper explains how classroom teachers drive reconciliation through three connected mechanisms: building meaningful respectful relationships with Indigenous students, families, and communities; designing physical classroom environments that meet Indigenous learners’ needs; and delivering culturally relevant curriculum that includes Indigenous perspectives and dual viewpoints on Canadian history from educators and students’ communities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reconciliation-in-the-classroom-classroom-teachers-role-in-repairing-relationships-and-supporting-indigenous-students/594873/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reconciliation-in-the-classroom-classroom-teachers-role-in-repairing-relationships-and-supporting-indigenous-students/594873.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do classroom teachers contribute to reconciliation with Indigenous people in Canada?","Question",{"text":112,"@type":113},"They contribute by building meaningful, respectful relationships with Indigenous students and their families, encouraging respectful relationships among all students, creating supportive classroom environments, and delivering culturally relevant curriculum including Indigenous perspectives.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why are relationships described as essential prerequisites to reconciliation?",{"text":117,"@type":113},"Relationships between educators and Indigenous students, Indigenous community members (including family and Elders), and relationships between Indigenous and non-Indigenous youth are necessary to foster mutual acceptance, respect, and understanding that enable healing to begin.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes are linked to nurturing teacher–Indigenous student relationships?",{"text":121,"@type":113},"Such relationships foster belonging and emotional well-being, increase engagement in education, and support higher academic achievement by ensuring school becomes a positive, successful experience rather than repeating past negative experiences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594873,1792160879,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Reconciliation in the Classroom  \nColleen Warrington  \nAbstract  \nCanada is beginning to work toward reconciliation with Indigenous people. Serious mistakes have been made in the educational system which have led Canada to the current situation in which relationships with Indigenous people are in need of repair. This paper outlines the ways in which classroom teachers are integral to the reconciliation process through relationships, physical spaces, and lesson content. Through personal relationships between Indigenous and non-Indigenous people, culturally inclusive physical spaces, and curricular content that includes Indigenous perspectives, classroom teachers will contribute to reconciliation with Indigenous people in Canada.  \nReconciliation in the Classroom  \nCanada is venturing down a path toward reconciliation in which educators play an integral role “to restore mutual respect between individuals from different cultural backgrounds”(Dion, 2016, p. 472) . Considering the education system was a primary weapon in the European settlers’ attempt to destroy Indigenous 1 culture, it is the most suitable instrument to begin to rectify the egregious errors of the past. The Truth and Reconciliation Commission of Canada (TRC, 2015) recognizes the role of the education system in this process and lists Calls to Action numbers 6 through 12 under the umbrella of education (pp. 320-321) . Classroom teachers will contribute to moving our country toward reconciliation by establishing and maintaining meaningful, respectful relationships with Indigenous students and their families, encouraging mutually respectful relationships between all students, creating classroom environments that meet the needs of Indigenous students, and delivering culturally relevant curriculum that includes Indigenous perspectives and an understanding of Canadian history from both the settlers’ and Indigenous people’s points of view. In their classrooms, teachers will set the stage for healing the damaged relationships with Canada’s Indigenous people and make reconciliation possible.  \nRelationships  \nThe relationships with Indigenous people, formed and facilitated by classroom teachers, are essential prerequisites to reconciliation. Relationships between educators and Indigenous students, educators, and Indigenous community members (including a student’s family 2 and Elders), as well as relationships between Indigenous and non-Indigenous3 youth, are imperative when working toward reconciliation. Relationships with students, families, and communities area priority to create positive school experiences for Indigenous students (Preston, Claypool , Rowluck, & Green, 2017) . Through such relationships, Indigenous and non-Indigenous people will come to a place of mutual acceptance, respect, and understanding, which will facilitate the healing necessary for reconciliation to begin.  \nNurturing, respectful relationships between teachers and Indigenous students contribute immensely to the reconciliation process in two ways. First, the relationships themselves are valuable in their own right, fostering a feeling of belonging and a positive attitude toward school  \n1 “The term ‘Indigenous’ is meant to respect the diversity of Indigenous nations, whether or not they are recognized by the Canadian state” (4Rs Youth Movement, 2017, p. 5) .  \n2 The word “family” is meant to include all caregivers in a student’s life.  \n3 The term“non-Indigenous” is used “to respect the diverse peoples and communities living in Canada that are not Indigenous to these lands” (4Rs Youth Movement, 2017, p. 5) .  \nin general. Second, the relationships lead to increased engagement in education, which results in higher academic achievement levels for Indigenous students. Positive relationships will be a factor in reconciliation by ensuring that school is a positive, successful experience for Indigenous students, unlike the negative experiences that many Indigenous people endured in schools of the past. ","cbCainSxtTsebEOy","https://ap.wps.com/l/cbCainSxtTsebEOy","pdf",329543,"English","# Reconciliation in the Classroom\n## Relationships","[{\"question\":\"How do classroom teachers contribute to reconciliation with Indigenous people in Canada?\",\"answer\":\"They contribute by building meaningful, respectful relationships with Indigenous students and their families, encouraging respectful relationships among all students, creating supportive classroom environments, and delivering culturally relevant curriculum including Indigenous perspectives.\"},{\"question\":\"Why are relationships described as essential prerequisites to reconciliation?\",\"answer\":\"Relationships between educators and Indigenous students, Indigenous community members (including family and Elders), and relationships between Indigenous and non-Indigenous youth are necessary to foster mutual acceptance, respect, and understanding that enable healing to begin.\"},{\"question\":\"What outcomes are linked to nurturing teacher–Indigenous student relationships?\",\"answer\":\"Such relationships foster belonging and emotional well-being, increase engagement in education, and support higher academic achievement by ensuring school becomes a positive, successful experience rather than repeating past negative experiences.\"}]","Reconciliation in the Classroom - Classroom teachers’ role in repairing relationships and supporting Indigenous students | PDF",1792080004,18]