FINAL REPORT: Truth and Reconciliation Summit

Banff Centre for Arts and Creativity | 1 Contents

Foreword 5

Acknowledgements 5

Introduction 6

Pre-Summit Preparation 8 Reconciliation is not a Right Relations Agreement 9 “commission. Reconciliation is Context 10 not a moment. Reconciliation is not a kinder, gentler form Summit Opening 13 of assimilation that clings to a The Truth (Keynote Presentations) 14 historical notion that one group is Best Practices in Reconciliation (Panel Discussion) 18 superior and has all the answers Conversation Café (Breakout Sessions) 25 and all the resources and knows Calls to Action (Personal Action Commitments) 40 what is best for another group Maintaining Momentum 44 that is less beautiful, less capable Future Forward 48 and less worthy. Reconciliation is Conclusion 50 a movement.” Appendix 52 Calls to Action Resources — Dr. Marie Wilson List of Thought Leaders Truth and Reconciliation Commissioner Public Action Item Commitments

| Truth and Reconciliation Summit Ban Centre for Arts and Creativity | Foreword

Ban Centre for Arts and Creativity takes the Truth and Reconciliation Commission (TRC)’s Calls to Action seriously. As such, as an arts and cultural institution we have begun work on our own framework for reconciliation. An important ƒ rst step was to host a Truth and Reconciliation Summit that was primarily focused on the Bow Valley region, 250 of the 360 Summit participants were from the Bow Valley. The objective of the gathering was to provide some information and knowledge about The Truth around Canada’s shared history of residential school policy and its intergenerational e ects, to inspire participants with examples of reconciliation initiatives already under way, and to move participants into action by owning a call to action and working toward reconciliation and Right Relations with Canada’s Indigenous Peoples.

Ban Centre joins many post-secondary institutions across the country in responding to the TRC Acknowledgements calls to action. This is part of a movement where organizations, institutions, and governments are Ban Centre for Arts and Creativity would like all exploring how they can meaningfully respond to sincerely thank Treaty 7 Chiefs, Councilors, and live into the calls to action. This Truth and Elders, youth, and community members for Reconciliation Summit report is intended to allowing us to host this important gathering provide a resource for those interested in taking on your territory. We would also like to action on reconciliation. Within this report we have thank our Summit participants — citizens of documented some knowledge and information of the the Bow Valley and beyond — for taking the truth around the e ects of colonization, especially time and interest in actively engaging in this the residential school system, which can cause some timely regional gathering. Thank you to our discomfort. As Jesse Wente, Master of Ceremonies learning community of esteemed keynotes, of the Summit stated to the participants, “get panel members, and thought leaders who comfortable with the uncomfortable.” However it skillfully guided the summit process. A is through learning, empathizing, and dialogue that ƒ nal thanks and sincere gratitude to the we can heal the wounds of this history and move sponsors and dedicated sta at Ban Centre, into action to rebuild Right Relations. This Summit including the Indigenous Program Council, report also documents reconciliation initiatives Executive OŸ cers Colin Funk and Philip already under way, as well as, the ideas and actions Cox, and Ban Centre Board of Governors that participants of the Summit produced. for their continued support and vision.

We hope that you ƒ nd this report useful as a resource that can help you learn more around the truth, be inspired, and to live into a call to action. We all have a responsibility to the work of reconciliation, and we hope you will be motivated to take your own action in your family, community, or workplace. As we celebrate our country’s 150th anniversary, it is a time to re™ ect upon our shared history as Canadians and to believe as we look to our future that Canada will be an even greater country when it reconciles with its Indigenous Peoples and rebuilds Right Relations.

Ban Centre’s Brian Calliou, Director of Indigenous Leadership and Management, and Alexia McKinnon, Project Lead, Leadership Participant commitments following the Summit. | TruthPhoto and by ReconciliationDon Lee. Summit Ban Centre for Arts and Creativity |  Truth and reconciliation “is one of the most

challenging and potentially Although the Indian Residential These include higher rates of poverty an a¬ternoon of sector-focused Introduction Schools (IRS) are a part of our and incarceration, youth suicide, table conversations exploring the most rewarding issues shared history, many Canadians poor living conditions, as well as reconciliation process that is living that we Canadians have understand little about the system the crisis of missing and murdered into the Calls to Action. The keynote On Saturday, October 29, and its impact on communities today. Indigenous women and girls. speakers and thought leaders engaged ever faced. And thanks 2016, Janice Price, President Until 1996, when the last school with participants in the breakout and CEO of BanŒ Centre closed, Indigenous children were The ƒ nal report of the TRC includes sessions, which led to participants to many of the people in 94 Calls to Action for Canadian for Arts and Creativity, systematically removed from their cra¬ting ideas to take action in this room and across the families and communities and placed governments, churches, educational reconciliation that they could pursue launched the Truth and in church-run schools. The aim to institutions, and people. As a national personally, within their organization, country we are on the Reconciliation Summit with “remove the Indian in the child” was to institution, Ban Centre felt it was and within their chosen sector. these words. BanŒ Centre, be accomplished by preventing them important to answer the call and path towards repairing from speaking their own languages to be involved in the reconciliation The day ended in the same way located on Treaty 7 Territory process by creating space for it began, with a solemn pause, in Canada’s relationship with — the sacred and traditional and practicing in their cultural traditions. Thousands of children better understanding and improved plenary, to consider the importance Indigenous Peoples. A¬ter lands for Stoney Nakoda, died from diseases, while many relationships with Indigenous of the Summit. Our Master of today, I know our shared Blackfoot, and Tsuut’ina others were physically and sexually community members. With Ban Ceremonies, Jesse Wente, honoured Nations — hosted the day- abused. In 2008, Prime Minister Centre’s creative resources, the hope the hundreds of Post-it notes full of is to foster dynamic and inspired Summit participant’s ideas and action hope is it will be even long conversation between Stephen Harper presented a formal apology on behalf of the Government responses and actions, and to take a commitments that in one form or further ahead. Thankfully important national • gures in of Canada to the Survivors of the regional leadership role to begin this another re™ ect the 94 Calls to Action the truth and reconciliation IRS system, and set up the Truth process in the Bow Valley and beyond. emerging from the work of the Truth we have some great guides process and local Bow and Reconciliation Commission and Reconciliation Commission. Over 300 individuals participated in the Elder Sykes Powderface concluded here with us today. They Valley community residents. through a settlement agreement. Summit — youth, Elders, Indigenous, with prayer and encouragement. and non-Indigenous. The majority of are going to share their The Summit was created to make The TRC aimed to initiate a national participants were Alberta residents Following the Summit, we hear stories space for participants to learn truth-telling process for survivors in from the Bow Valley, Morley, Exshaw, of commitments being put into knowledge and experience about and respond to the Truth and the hopes that Canada could learn Canmore, Ban , and Lake Louise. practice from around the Bow Valley as keynote speakers, panel Reconciliation Commission’s 94 from our mistakes and move forward together. The TRC process oŸ cially and beyond. Ban Centre is committed Calls to Action. Through the use of The Summit began with four keynote ended in December 2015, but the task to launching its own reconciliation members and special keynote addresses, panel discussions, speakers sharing their involvement of working toward reconciliation has framework. In the pages that follow, and small group conversations, the in Canada’s truth and reconciliation guests who are recognized only just begun. It will be hard work. highlights are provided of the keynote goal was to encourage participants process. Each person recounted Canadians have to spend time on addresses and experiences of the for their expertise to transform feelings of guilt and riveting stories and statistics of the The Truth - the history of Canada that thought leaders already working concern about Canada’s dark history abuses which set the process in harmed this relationship. There will through their commitments to the in the reconciliation into commitments to action, at motion. Then, Indigenous and non- be diŸ cult conversations. Canadians’ Calls for Action. Also included is a home, at work, and in the community. Indigenous leaders from across conversation”. perception of our history will be summary of participant commitments Ultimately, the Summit should the country shared their stories disrupted when they learn about emerging from the Summit spark new approaches for repairing and best practices to reconciliation – Janice Price, President and CEO, assimilation policies, criminalization of conversations and suggestions and rebuilding relationships with and Right Relations in their own Ban Centre for Arts and Creativity a traditional lifestyle, and residential from participants on Ban Centre’s Indigenous Peoples in the Bow Valley. communities and workplaces. school experiences. Indigenous continued role in advancing Right Relations both locally and nationally. Peoples today, as a consequence of The morning’s focus on The Truth this system and other discriminatory of our past then set the stage for policies, still face numerous injustices.

¤ | Truth and Reconciliation Summit Ban Centre for Arts and Creativity | £ A participant during a breakout session. Photo by Don Lee.

Pre-Summit Right Relations Agreement Preparation LOVE WISDOM The Right Relations Agreement was Ban Centre sta compiled a list an important reference for setting Approach the conversation, each Being open to learning, listening of pre-summit learning resources e ective group norms before the other, and the community from a place to each other, and contributing to aid participants in their Summit Conversation Café breakout sessions of love and caring. our thoughts helps to build experience. This included a survey during the Summit. The principles collective wisdom and grow asking participants to choose their and the sentiments attached to them RESPECT from this experience. top three preferences for breakout helped to quickly build connection, sessions; a PDF of the Truth and collegiality, and community. A Be open and listen to each other HONESTY Reconciliation Commission’s as we explore a conversation considerable number of Summit 94 Calls to Action; questions to that is greater than all of us as Taking the time to re™ ect on participants commented on how they help individuals select one action individuals. Contribute to a respectful individual experiences together and greatly appreciated access to the they could commit to completing environment at all times. honouring the silence as people learning resource materials attached personally and/or professionally consider the questions asked. to the Pre-Summit Guide. This following the Summit; and, an HUMILITY advance preparation was very helpful introduction and an overview of TRUTH for individuals new to the truth and Acknowledge that the struggle in the Right Relations Agreement. The reconciliation process, enabling them reconciliation is di erent for everyone, Approach with an open mind what Right Relations Agreement builds to feel more comfortable, courageous, use your best judgment and approach lies beneath the surface — speak on the original seven Grandfathers and curious as they entered into each interaction with kindness. your truth with an open heart. teachings and was adopted as a unfamiliar territory. guide at the Summit for creating COURAGE and maintaining healthy, respectful relations while in conversation. To acknowledge this is not an easy conversation and to explore truths in an open space — it is ok to make mistakes.

¯ | Truth and Reconciliation Summit Photo by Don Lee. Ban Centre for Arts and Creativity | ® RECONCILIATION FOR HEALTH of Indigenous knowledges, songs, Context AND SPORT symbols, and artwork. It is only recently that Canadian museums and European settlers brought with them cultural institutions have made room RECONCILIATION FOR CHILD RECONCILIATION FOR JUSTICE deadly viral, contagious diseases that AND FAMILY SERVICES AND CIVIL ENGAGEMENT for Indigenous arts or Indigenous wiped out much of the Indigenous artists. The residential schools experience The imposed laws of the new country population in Canada soon a¬ter lasted for a total of 126 years in that is Canada imposed its laws upon contact (e.g. smallpox, measles). The Canada and was designed to remove Indigenous Peoples criminalizing historical trauma experienced by TRUTH Indigenous children from their families much of their Indigenous lifestyle A unique and Indigenous people as a result of such The residential school system was but and their cultures so as to ensure and outlawing their cultures. Any “ widespread sickness and loss lingers meaningful one part of the colonial experience for assimilation into Canadian society. resistance on their part was met with still. The devastating dispossession Indigenous Peoples in Canada. It was The sixties scoop (post-World War II) the full force of the law, such as when experience from their lands and lifeways that part of a layering of e orts to “civilize” involved apprehending Indigenous Métis peoples and First Nations stood followed le¬t many su ering with Indigenous Peoples and to convert children from their families and up for their land rights during the to mingle and mental health issues and has led them into good Christian Canadians, adopting them into White families, as Riel Resistance, where Louis Riel and to problems with addictions. The share in casual through treating them as “wards of the far away as Australia and New Zealand. eight First Nations persons were put introduction of Euro-Canadian food state”, unable to care for themselves Today, there still exists a profound to death in the largest mass hanging conversation with and drink, and lack of access to and requiring government to control over-representation of Indigenous in Canada’s history. First Nations did resources that support a traditional their a airs. The treaties, entered into children in the child welfare system. not get the universal vote until 1960, heroes, leaders, diet resulted in high incidences of in good faith by Indigenous Peoples, In Alberta today, 7 out of 10 children in so had no voice or representation in diabetes and obesity. Those who and well-known were consistently interpreted by care are Indigenous. Parliament or the Legislatures of any still hunt, ƒ sh or gather are facing Canada as an opportunity to deprive of the provinces. Treaty rights were change makers. increased industrial development, Indigenous Peoples of their traditional regularly ignored and infringed upon pollution, and climate change e ects lands and resources, while the reserve RECONCILIATION FOR by government agencies. Today there I found this that limit their ability to carry out these lands system, Indian agent control, BUSINESS AND TOURISM remains an overrepresentation of traditional harvesting activities. event to be a and pass system restricted them to Indigenous Peoples caught up in the The reserve system was implemented their reserves. Indigenous Peoples’ legal system. rich, insightful, Residential schools did introduce as a way to remove Indigenous Indigenous children to sports, with traditional lifeways were criminalized Peoples from their traditional emotional, some children excelling. Those and their ceremonies and traditional territories and restrict their movement RECONCILIATION FOR YOUTH who were good enough and has the gatherings outlawed by imposed to what was by comparison tiny powerful day.” AND EDUCATION opportunity to move into semi-pro laws and policies. These government reserve lands. Hunting regulations or professional levels o¬ten faced e orts aimed at assimilation led were imposed that criminalized The residential schools produced — Summit Participant discrimination and racial slurs. to signiƒ cant loss of culture and traditional lifeways and served to lasting repercussions that continue to language, and a severing of links to undermine Indigenous economies. be felt in Indigenous education today. family and community. Thus, the very Even those that were successful in The federal government consistently RECONCILIATION FOR ARTS, foundations of Indigenous Peoples’ learning to farm were prevented by and knowingly underfunded CULTURE AND HERITAGE material and cultural survival were agricultural policies and the Indian residential as well as day schools. As systematically taken away by the The arts and cultures of Indigenous Act’s pass system from selling their Indigenous children began moving Canadian government in consort with Peoples was deeply impacted by products. As their mobility was into the public education system churches. Indigenous people have Canadian laws and policies for many restricted, First Nations became ever in the mid-20th century, there su ered multi-generational e ects of decades. Traditional ceremonies, more dependent upon rations from was virtually no mention of their this legacy, what is known as historical dances, and other practices were the government. As some of these peoples in the school curriculum, trauma. The keynote presentations outlawed until 1951. This, along with restrictions began to be removed, so Indigenous youth never saw their touched on some of this history/ the removal of Indigenous Peoples many Indigenous individuals became histories or culture re™ ected back truth, with a focus primarily on the from their traditional lands and wage earners but very o¬ten faced to them. Poverty and overcrowded, residential school system and the lifeways and the residential school discrimination in nearby towns. substandard housing also played a work of the Truth and Reconciliation experience proved traumatic in the part in Indigenous children not doing Commission. In this context, realm of arts and culture. Many well in public schools. As First Nations reconciliation will not be easy; it will artworks and artifacts were stolen or began to run their own schools on take signiƒ cant time and the e orts of otherwise ended up in museums or reserve, these tended to receive all Canadians working together. less funding and resources than in the hands of private collectors all public schools, placing Indigenous over the world. There has been and children at a distinct disadvantage. continues to be cultural appropriation

³´ | Truth and Reconciliation Summit Participant commitments following Ban Centre for Arts and Creativity | ³³ the Summit. Photo by Don Lee. Summit Opening

A call to action from the to one of the greatest challenges and shadow of Sacred BuŒ alo opportunities for making a di erence — our ability to connect in a meaningful Guardian Mountain way with each other. He stated, “I see Indians here and white people over A¬ter a warm welcome from Ban there. I hope you get to mingle.” Centre’s Brian Calliou, Director, Indigenous Leadership Programing, The Summit provided a safe space and and Janice Price, President and CEO, creative container for both Indigenous the Truth and Reconciliation Summit and non-Indigenous people to do oŸ cially launched — embracing both more than just mingle. The gathering spiritual and creative elements, and and its unique meeting and dialogue setting the tone for a powerful and process would foster new friendships inspiring day. and partnerships all in the service of advancing reconciliation and Right Elder Sykes Powderface (Stoney Relations in the Bow Valley and Nakoda Nation, Morley, Alberta) beyond. The call to action was fully greeted Summit participants with ignited by an energetic pulse of drums an opening prayer calling on the and powerful Indigenous voices from creator to assist in clearing our Eya-Hey Nakoda, an award-winning minds, and in helping prepare for intergenerational Stoney Nakoda the important work ahead. He lit a powwow drumming group. ceremonial smudge to signify hopes for a successful Summit and hopes for healing and reconciliation with future generations of Indigenous Peoples. In closing, and with great humour and profundity, Elder Powderface alluded

Words of welcome by Brian Calliou, Director of Indigenous Leadership Programming, Ban Centre. Janice Price, President and CEO, Ban Centre. Photo³ by| Don Truth Lee. and Reconciliation Summit Photo by Don Lee. Ban Centre for Arts and Creativity | ³ The Truth Get comfortable “ Phil Fontaine, Former National Chief, Assembly of First Kathleen E. Mahoney QC, Human Rights Lawyer, with the Nations, gives his keynote address. Photo by Don Lee. gives her keynote address. Photo by Don Lee. Summit Keynote and Reconciliation Commission of uncomfortable. Presentations Canada; and, Je Horvath, Principal of Tsuut’ina Nation High School. The DiŸ cult Summit Master of Ceremonies Jesse purpose of the keynote presentations conversations Wente (Director of Film Programmes, was to focus ƒ rst and foremost on Chief Phil Fontaine didn’t talk about was sexual abuse. This keynote set the tone for TIFF, Toronto) welcomed the the truth aspect of the truth and have to walk Former National Chief of Fontaine explained his turning point the introspection and respectful participants, reviewed the day’s reconciliation process, allowing the Assembly of First Nations occurred while watching television approaches to sharing that agenda, and outlined the ƒ rst half participants to gain knowledge and towards and seeing young Indigenous people characterized the Summit. of the morning — truth telling. a deeper understanding of Canada’s The Truth and Chief Phil Fontaine focused his talk about their abuse, and he Wente reminded us that The Truth shared history with Indigenous keynote presentation on the topics realized that others su ered similar of Indigenous Peoples history has Peoples through personal testimony not turn away. If of courage, honesty, and vulnerability experiences. At a National Chiefs Kathleen E. Mahoney QC and professional insights. as strength and determination. His Assembly he spoke about the sexual been obscured for a long time, yet Human Rights Lawyer, we are to share pain and isolation originating from abuse he su ered and, although there have been critical moments Professor of Law, The keynote presentations were his personal experience of sexual some were uncomfortable with and opportunities in recent times University of Calgary equally informative and impactful, this land then we when The Truth has begun to surface abuse was the anchor of his moving it, he saw the impact of his words moving many participants to tears. through public discourse and key need to feel the address. He discussed the power on others, and he thought: we are Professor Kathleen Mahoney A resounding 94% of participants ƒ ndings, i.e. the 1992 report from of this silence and sense of shame ƒ nally going to talk about this. acknowledged the territory and rated this aspect of the Summit as the Royal Commission on Aboriginal discomfort of our that kept him from discussing these thanked everyone for the opportunity. “excellent” in the post-Summit survey. Fontaine then went to Winnipeg to Peoples, and more recently the Truth systemic issues. By emphasizing his She focused her keynote on a detailed Following is a brief summary of each past equally.” speak with the Archbishop of the and Reconciliation Commission of own struggle to share his experience, history of residential schools through keynote address highlighting their Diocese, and, to Fontaine’s dismay, Canada Final Report 2015. He also Fontaine used his own vulnerability citations from reports and Canadian unique perspectives and key insights. — Jesse Wente, the press were present and suddenly referred to the importance of cultural as a tool to open discussion. leaders of the time; a¬ter which Master of Ceremonies pushed his private conversation into organizations like APTN (Aboriginal she explained that the IRS system This keynote was very moving for the public eye. When he returned Peoples Television Network), NFB is considered “cultural genocide” participants: “being in the presence of home, his community and family (National Film Board), and Indigenous because policies attempted to stamp Phil Fontaine’s grace, leadership and were troubled by the news, and it artists who have spoken about out culture when native languages honesty during his opening, galvanizing divided them. Fontaine shared that The Truth through their art. Before and cultural practices were forbidden, and inspiring remarks on Saturday,” “people were ashamed, people were introducing the keynote speakers, and, perhaps most importantly, that said one Summit participant. embarrassed. People didn’t want Wente encouraged participants children were separated from their to deal with this, so they lashed to “get comfortable with the communities. She attested this aspect Fontaine opened by thanking out in unhealthy ways.” Given the uncomfortable. DiŸ cult conversations was a common reality within her participants for their presence and strong reaction, he realized the have to walk towards The Truth and law practice: “I represented a lot of contribution to the event, and in doing weight of what was at stake and not turn away. If we are to share residential school claimants [who] so emphasized the public nature of that it had to become a public story this land then we need to feel the said that this was the most harmful his keynote, as well as the widespread and a part of Canada’s history. discomfort of our past equally.” thing of all because they would go acknowledgement of abuse against Importantly he acknowledged the Indigenous children. He explained home to be strangers in their own The keynote speakers included: Phil signiƒ cance of many people, past that he came from a long line of home and communities.” Mahoney Fontaine, former National Chief of the and present, whose struggles with residential school survivors, and discussed the claims of abuse that Assembly of First Nations; Kathleen abuse made going public urgent, that he had attended two residential were made that included physical and Mahoney, human rights lawyer and and possible: “it is our story. It’s our schools over 10 years. While other sexual abuse, harmful nutritional and Professor of Law, University of Calgary; struggle. We made it possible”. members of his family shared stories vaccination experiments, deprivation Marie Wilson, Commissioner, Truth of certain harms the one thing they of proper food and clothing, and

³ | Truth and Reconciliation Summit Ban Centre for Arts and Creativity | ³ of language and culture, ongoing on the trap line to go to residential education, resources, and sustained school where she not only experienced action. Reconciliation, she said, is a physical abuse, but was denied access movement and should be thought of to her family when they visited. As a as a marathon that we support each result of her poor eyesight, the school other in and practice together. Part held her back, and she only received of this process, she made clear, is a a grade 3 education. At the age of 21 willingness to be an uncomfortable she moved to Toronto and raised her and patient listener with a deep three sons while cleaning homes in sense of empathy towards how a Jewish neighborhood. Horvath said Dr. Marie Wilson, Truth and Reconciliation Je Horvath, principal of the Tsuut’ina Nation High School, Commissioner, gives her keynote address. invites his mother and daughter onstage during his keynote address. hard these truths are to speak. this was a challenging time to be a Photo by Don Lee. Photo by Don Lee. youth: “I had a hard time growing up It was so because we got caught up in the cycle JeŒ Horvath of violence; we got caught up in that “ cycle of alcoholism.” Fortunately, his powerful to Principal, Tsuut’ina Nation mother was able to quit drinking and inferior education. She explained that, Marie Wilson who described the intention and High School see three the family moved to Calgary where she as a result, thousands of lawsuits Commissioner, Truth and process of forced assimilation. She attended university — her admission came forward, and there was fear Reconciliation of Canada further emphasized that of the 150,000 generations of As an Anishinaabe educator, Je that the courts would be completely children who went to residential Horvath rooted his keynote in the accepted because she spoke a second clogged; in response to which she Summit participants were especially schools, 80,000 are still alive, of Je Horvath’s history of his family. For Summit language, the Ojibway language. explained, “there was a desire to a ected by Truth and Reconciliation which 10% came forward to share participants, it was especially powerful A¬ter speaking about his family, do something else about it.” Commissioner Marie Wilson’s their stories with the commission. family standing to hear from a local person about Horvath emphasized the non- account of the commission, which the e ect of residential schools together a¬ter conditional relationship between Although the Royal Commission on was described as a “stand out She provided some of the testimonies on his family. Describing what had time and healing; he explained that Aboriginal People in 1996 made a moment.” Her keynote focused of those who came forward as a been a tumultuous youth in a home hearing this when Indigenous people are told to recommendation for an inquiry, it did on the commission process and testament to how many stories need that exempliƒ ed the tragedy of the “get over it,” it is “one of the most not take place. In response to this re™ ected upon both its historical to be heard and the intergenerational story.” intergenerational impacts of abuse, o ensive things I think you can say denial a statement of reconciliation and contemporary contexts. In trauma that stigmatizes speaking Horvath explained how profound because that’s not the point. We was made, which lead to the explaining how the commission was out. Pointedly she explained that — Summit Participant hope and positivity allowed his are healing. It’s a long journey to creation of the Aboriginal Healing structured, Wilson emphasized the residential schools were “the family to overcome their traumas. heal.” As a result, his life’s work is Foundation. The “real breakthrough importance of empathy, sensitivity, primary reason for all the negative He emphasized this was done providing children with love and in terms of this history” however, and being a present witness when statistics for Indigenous Peoples through honest conversation about care to end the cycle of violence was the admission of liability made listening to testimonies and truths. whether it comes to poverty, physical, The Truth, and acknowledging the that results from intergenerational by the Government of Canada in and mental health, educational continued power of the past on the traumas. He concluded his address 2005, which ultimately led to the Emphasizing the lived reality of outcomes, employment levels, present and future generations. creation of the Indian Residential residential schools, she asked predominance in the child welfare by inviting his daughter and mother School Settlement Agreement survivors to stand if they felt and criminal justice systems, Horvath began with a traditional on stage to express his admiration and the Truth and Reconciliation comfortable to be recognized murdered and missing Indigenous greeting and explained that when he and hope for the future of Right Commission. A¬ter brie™ y naming the as the heroes of this story to women and […] an epidemic number was growing up, the nearby mountains Relations. He stated that the trauma elements of the agreement and the whom “we should all be, and are, of Indigenous youth suicide.” were a source of healing for him. He ends with him, and his daughter apologies made as a result, Mahoney eternally grateful.” Additionally, she explained this as a vivid dream that does not have to live any trauma. concluded with an acknowledgement acknowledged those who are new For Wilson, the process of he believed was communicating to be From raising awareness of Indigenous of the members of the settlement to the process of reconciliation, and reconciliation means being an active careful while driving. This interpretation history with the residential school negotiating team who are actively who represent hope that we can participant by reading the 94 Calls changed years later when a traditional system, the focus shi¬ted to a one working on reconciliation processes. learn from past mistakes and ƒ nd a to Action and to consider them a man told him he believed the dream hour panel discussion highlighting new path forward. Wilson explained living document that we collectively was foretelling that Horvath was current work on reconciliation in that residential schools were “a activate. Following a video of a going to work with Indigenous people a number of sectors. The session presumptuous and self-serving national TRC event in Edmonton, and witness horrible things. As an was designed to build on the government policy, based on attitudes she referred to the Principles of educator for over 20 years, this now moving and powerful sharing of the of racial, intellectual, cultural, and Reconciliation as foundational to makes sense to Horvath who has seen morning with keynote addresses spiritual superiority.” To factually the Calls for Action and the need for “some beautiful things, but also some helping to shi¬t participants’ hearts support this claim she provided ongoing healing with them in mind. horriƒ c things.” On a personal level and heads toward consideration examples of discriminatory quotations For reconciliation to take place, she he explained this as understanding of reconciliation and action. from Canadian politicians of the time said, there is a need for recognition that his mother had to leave her home

³¤ | Truth and Reconciliation Summit Ban Centre for Arts and Creativity | ³£ LOCAL GOVERNMENT SECTOR misunderstandings and discrimination against Indigenous Peoples in Canada, During the panel, Mayor Bill Elliot Elliot emphasized the importance of focused on the role of personal seeking ƒ rst to understand through experience from attending collective listening. He believes that this can meetings about the TRC as motivation be done by learning the protocols and inspiration, the urgent role of and traditions through classes, and local governments in establishing participating in events to raise your best practices for acknowledging the own awareness and the awareness importance of the TRC, and wisdom of others; ask questions and correct Their diverse through listening before action as people when they say harmful “roles converged a strategy to challenge the roots of untruths about Indigenous Peoples. discrimination against Indigenous Through these strategies and to a shared Peoples in Canada. accepting responsibility for our own knowledge Elliot “believe[s] we are Elliot explained that his moment of perspective starting a ripple”, and that “we can inspiration came when he attended a create a tsunami in Canada [..] [to] on how we Building Bridges meeting prior to the make sure that the Calls to Action are TRC hearings. He was so inspired by really acted upon”. can build Right the meeting that he became co-chair and registrar a¬ter only one day of Relations in RELIGIOUS SECTOR Panel discussion. Photo by Don Lee. TRC hearings. Also, he was invited to our own way, be an honourary witness at hearings Dr. Bill Phipps’ contribution to the in Edmonton and later in Toronto. panel emphasized the importance with our own His inspiration and involvement of his personal learning and role communities at meetings and hearings carried as an educator as inspiration in forward into the establishment of reconciliation. As a retired reverend, Best Practices in Reconciliation and circles of reconciliation e orts in his community. he is invested in religion and Elliot explained that the City of spirituality in providing resources for in™ uence” Wetaskiwin now has Cree syllabics education and opportunities—always on business cards and entry signs. acknowledging the land during Bill Phipps, Retired Minister, United patient-centred care, supporting — Summit Participant Panel Discussion • Furthermore, feasts and powwows religious services — as a contribution Church of Canada Indigenous children and youth, and were presented in the schools where to best practices moving forward. Five thought leaders from diverse communicating The Truth through he served as principal. On a larger He also reiterated the importance sectors and with extensive experience • Sarah Stanley, Associate Artistic First Nations plays and stories. A scale, his community was the ƒ rst to of patience and time in listening in the ƒ eld of reconciliation engaged Director English Theatre/Interim multitude of best practices were declare 2014 the Year of Truth and to experiences, the importance of the participants by sharing personal Facilitator for Indigenous Theatre at shared in the areas of religion and Reconciliation. As part of his ongoing being open to hearing uncomfortable inspirations, successful reconciliation Canada’s National Arts Centre spiritually, education, arts and culture, learning and healing leadership, truths, and acknowledging personal and Right Relations initiatives they healthcare, and government. The The session was moderated by Elliot attends various ceremonies ignorance, as methods of wisdom for have been working on, and insights caveat to limiting success was a Brian Calliou, Director, Indigenous and celebrations to learn about, participating in healing. and advice for those embarking on the lack of e ort or creativity in these Leadership Programing, Ban Centre. and be involved in, the process. reconciliation journey. and other areas of society. Closing This grass-roots local government Phipps explained his journey with The panel presentations were words of wisdom from the panelists strategy extends to other areas in the reconciliation began when he moved THE PANELISTS INCLUDED: framed around three main themes: was consistent and profound: have community as well: the community to Alberta, and later delivered the the courage and humility to listen Charlene Bearhead, Education reconciliation inspirations; hospital has a culture room; schools important 1998 apology on behalf • deeply to others; when you learn The Lead, National Centre for Truth and reconciliation best practices; and have Aboriginal liaison workers; the of the United Church, which inspired Truth, take responsibility; when you Reconciliation words of wisdom. From the question library has First Nations days; and him to continue his involvement in the “What has inspired you?” strong encounter untruths speak up and they host community powwows. TRC processes in Halifax, Red Deer, • Bill Elliot, Mayor, Wetaskiwin, themes emerged including drawing question misinformation or prejudice. Elliot emphasized the importance and Edmonton. He has seen how Alberta upon our humanity to build bridges of everyday actions in stating: “it continued investment in reconciliation with others through empathy and doesn’t have to be big, it doesn’t have is now being acknowledged on a • Dr. Alika Lafontaine, Medical Lead understanding. Speciƒ c inspirations to be ™ owery […] and you don’t do it national scale and is inspired that for Aboriginal Health Program included the remarkable courage for the photo ops, you do it because every sector of Canadian society North Zone of the survivors, advocating for you want to do it.” In sharing his seems to want to be involved. wisdom about the TRC addressing Although retired, he and his wife visit

³¯ | Truth and Reconciliation Summit Ban Centre for Arts and Creativity | ³® Bill Phipps. Photo by Don Lee. Charlene Bearhead and Bill Elliot. Photo by Don Lee. Sarah Stanley. Photo by Don Lee. Dr. Alika Lafontaine. Photo by Don Lee.

elementary schools and listen to ARTS AND CULTURE SECTOR of Indigenous-lead theatre and she In her discussion of inspiration, she MEDICAL & HEALTH SECTOR intervention his brother would have students’ questions. He feels referenced Power Shi¬t: The Story, a explained that she is motivated by potentially died of a treatable illness. Sarah Garton Stanley’s contribution to children inspire him to be honest and production summarizing the journey personal stories (like Phil Fontaine’s), A collaborative team lead for Lafontaine further emphasized that the panel surrounded her experience move forward. Phipps’ understanding following the 2014 summit, as a the courage of survivors, and the Indigenous Health Alliance, Dr. Alika similar stories of Indigenous patients working within arts and culture. Her of best practices also involves method of best practices. Through honesty of non-Indigenous people (like Lafontaine’s grandparents and great receiving inadequate care are not inspiration developed from personal education in providing support, the Indigenous Performing Arts Mayor Bill Elliot) to be open about their grandparents attended residential uncommon. Signiƒ cantly, he noted the challenge as a young professional advocacy for UNDRIP (United Alliance, a body of Indigenous theatre part in the reconciliation process. On schools. He described his inspiration change to patient-centered care and charged with questioning the “place” Nations Declaration on the Rights works is now accessible and the a more personal level, she also cited in direct relationship to his profession noted the urgency for this shi¬t to also of Indigenous Peoples in Canada’s of Indigenous Peoples), providing National Arts Centre is beginning the her grandchildren and the many young where he witnesses the systemic apply to Indigenous patients. Overall, theatre community. Her best practice resources and opportunities for internal education process towards people who are willing to understand discrimination and mistreatment of he stressed the need for that change is the importance of addressing the education, and the United Church “Indigenizing.” In her assertion of what and move to action, especially Indigenous patients by the medical in practice to happen in Indigenous realities of the TRC through explorative acknowledging the land at every wisdom means, she insists that non- in thinking about how younger system and its professionals. For healthcare facilities. Lafontaine’s best means such as theatre. Garton Stanley service. He strongly believes the Indigenous people need to be prepared generations will take this knowledge Lafontaine, best practices are practices are also tied to healthcare: further emphasized the importance of United Church should participate in to take the blame for what isn’t being forward. This emphasis on youth is supporting health networks such in particular, he spoke about the taking responsibility as wisdom to open educating its congregations about the done and what needs to be. Canada further emphasized in Bearhead’s as the Indigenous Health Alliance, Opioid crisis and the barriers to the space for the abundance of untold TRC. Phipps shares his wisdom as tied is just beginning to tell rich stories educational initiatives that ask as they work to address inequity treatment faced by Indigenous People or unheard stories. to personal learning through listening, about its history, but until recently the Indigenous people what they want to and inadequacy of healthcare for due to misconception. Best practices listening and listening again. He further Indigenous storytellers weren’t there. Indigenous communities, such as As a theatre director, Garton Stanley learn, and Bearhead is very supportive involve dismantling the system that stressed that this is not short term, She shared her optimism for what a establishing the right to urgent care. was asked where the First Nations of this general shi¬t in education. blames Indigenous patients and that “reconciliation is a very long space of responsibility might mean in His encouragement around wisdom plays and stories were and to bring Importantly, Bearhead argued the role denies them access to care. Similar process […] “so there is a need for stating that “I can’t wait to see more challenges people at large to question this conversation to the National of language as a power structure: that to other panelists, Lafontaine charged patience.” He also acknowledged fear and more of that come forward.” the power of the medical system, Arts Centre in Ottawa. As a young the term “Indigenize” is backwards, Canadians to be aware of how power as a limitation for engagement and and what happens when Indigenous professional this was professionally as colonial structures were imposed structures within healthcare work, the encouraged participation by stating: patients are discriminated against. and emotionally challenging. This PUBLIC EDUCATION SECTOR on the Indigeneity which existed prior role that misinformation plays, the “do not be afraid of your ignorance, to contact. She acknowledges the distrust of Indigenous patients, and personal strife was her inspiration for The educational lead at the National Lafontaine’s inspiration is tied directly ask questions and learn humility.” In diŸ culty, to replace this concept. the perpetuation of trans-generational acknowledging the importance of these Centre of Truth and Reconciliation at to his familial experience with the Phipps’ view “This is Canada’s greatest For Bearhead, one of the primary health issues. Wisdom means stories and her personal journey. The the University of Manitoba, Charlene medical system. He described a adventure [and responsibility], and we best practices is inviting people to understanding who holds the power ƒ rst corresponding theatre summit Bearhead stated her inspiration came situation in which his brother was should embrace and engage with the think about these challenging topics and controls the narrative, while also was held in 2014, from which the from victims voicing their stories, and experiencing pain that Lafontaine Calls to Action.” collectively. In sharing what she views acknowledging and believing what plans for an Indigenous Theatre were by non-Indigenous people who act on diagnosed as appendicitis, but as wisdom, Bearhead encouraged the Indigenous communities are saying: created to open in 2019 and for the their responsibility in the reconciliation the doctors did not conduct tests, audience to stir the pot by speaking up “It’s their story. They’re the ones that ƒ rst Indigenous Artistic Director to be process. Her views on best practices and claimed his brother was not even if it is diŸ cult or uncomfortable. own it.” announced in 2017. surround the role of education. For in immediate danger. Lafontaine Bearhead, wisdom results from taking intervened and was able to secure his For Garton Stanley, best practices risks and being present, even when it brother the life-saving surgery he was translate directly into programming is uncomfortable. previously denied: without Lafontaine’s and supporting the development

´ | Truth and Reconciliation Summit Ban Centre for Arts and Creativity | ³ I was so “impressed with the wisdom of each of the panelists.” Photo by Don Lee. — Summit Participant

IMPACT OF THE . New insights into issues The panel presentation also served PANEL PRESENTATION surrounding Indigenous Service as an e ective transition to the Provision. Dr. Lafontaine’s a¬ternoon’s Conversation Café Summit participants rated the passionate revelation of the breakout sessions, seeding many panel presentation “Excellent to systemic problems in healthcare ideas and providing practical examples Good” in the post-summit survey. resulting in ongoing discrimination and concrete actions that individuals, Outlined below is a list of ƒ ve key was an eye opener for many organizations, and communities can points that resonated with summit summit participants adopt to support the reconciliation participants when asked about the process. Discussion and connection lasting impression or impact of the . Inspiration on how to move was encouraged over the lunch break presentation. forward by acknowledging with a series of conversation cards existing Indigenous Led on each table with thought provoking ³. How to build Right Relations and Initiatives. It is critical to questions relating to the previous move reconciliation forward. acknowledge that there are summit sessions (i.e. What does Advancing Right Relations and many Indigenous people of great Reconciliation mean for you? What reconciliation is not a technical responsibility, across Canada have you learned so far today? What ƒ x. It starts ƒ rst and foremost already actively involved in working most surprised you? If you could make by having open and honest on Truth and Reconciliation something happen right away, what conversations and by respecting would it be and how would it prompt multiple viewpoints, as there . The contemplation of big picture reconciliation between individuals, is no one right way to move issues and the importance groups, or nations?). reconciliation forward of challenging existing paradigms. The discussion about . Solid examples of best practices decolonization and Indigenizing in Reconciliation. The sheer current social structures le¬t a depth and breadth of the initiatives lasting impression on many Summit outlined, such as those by Mayor participants, particularly Charlene Bill Elliot in Wetaskiwin, Alberta, Bearhead’s comment regarding was impressive, inspiring and highly the need to use Indigenous words transferable to other communities from speciƒ c regions to better describe decolonization and the process of Indigenizing.

| Truth and Reconciliation Summit Opening song by Eya Hey Nakoda. Photo by Don Lee. Ban Centre for Arts and Creativity | Conversation Café (Breakout Sessions)

Creating the space for At the beginning of each session important conversations facilitators drew attention to the Right Relations Agreement (love, I really liked Building from an emotional respect, humility, courage, wisdom, morning witnessing The Truth, the honesty, and truth) as a foundation “ a¬ternoon sessions shi¬ted focus to for establishing group norms and this format Reconciliation to allow participants an protocols for engagement during and thought opportunity to gain new knowledge, discussions. Indigenous thought it was insights and tools to take individual leaders, from diverse backgrounds action and foster Right Relations and regions of Canada, were assigned masterfully in community and work life. A to each table to spark conversation Conversation Café dialogue format and share their expert knowledge facilitated.” was used for each of the breakout and experience. The thought leaders sessions. This format was valuable in were instrumental in creating a safe — Summit Participant breaking down barriers, building trust space for dialogue, in sharing powerful among the group and accelerating examples of their own real life meaningful connections between experiences in relation to the truth and individuals. The process aligned well reconciliation journey, as well as best with the spirit of the Summit and practices in responding to the Calls to the many principles outlined earlier Action. by the keynotes: create a climate of Below is a brief summary of the six discovery; suspend judgments; and individual Conversation Café breakout explore underlying assumptions. sessions, highlighting the most popular discussion themes, along with THERE WERE SIX BREAKOUT session insights, remaining questions, SESSIONS DURING THE and priority actions generated by the AFTERNOON: participants and thought leaders. • Child and Family Services • Business and Tourism • Justice and Civil Engagement • Youth and Education • Health and Sport • Arts, Culture and Heritage

Participants during a breakout session. Photo by| Don Truth Lee. and Reconciliation Summit Ban Centre for Arts and Creativity |  “We need to talk about the e ect of not only residential schools but of child welfare.”

— Summit Participant

Participants during a breakout session. Photo by Don Lee.

Reconciliation For Child And Family Services Breakout Conversation Themes and Focus (Light Grey Primary Focus, Dark Grey Secondary Focus, White Additional) Facilitated by second, to insist that research be Second, to advocate for parent Cynthia Wesley-Esquimaux done by Indigenous Scholars that support and Parent Link Centres on Co-Facilitator Laurie Edwards respects Indigenous approaches First Nations territory in Alberta as a RELATIONSHIP BUILDING ACTION ‡ ADVOCACY PARTICIPATION ‡ OUTREACH to the role of the child within the way of creating networks of support. Cultivate cross-cultural friendship: Moving forward: Create awareness Name existing power structures There are ƒ ve Calls to Action (1-5) community. Lastly, it is paramount that These programs can be created Collaboration: Model the way raising opportunities: Volunteerism – systems under the Child Welfare section of the truth about what reconciliation through lobbying for equal funding the TRC report. The Reconciliation for is, and why it is important, be taught from government for education and Child and Family Services breakout at schools. The conversation on child and family services. Lastly, to PARTICIPATION ‡ OUTREACH YOUTH ENGAGEMENT HEALING session explored issues within the reconciliation for child and family reach out and engage by creating Name existing power Empowerment Resilience child welfare system, from meeting the services also put forth a series of dialogues among colleagues and structures – systems basic needs of the child, to the current questions for further exploration workplace employees on what can be function and dysfunction of the many for proactive change. The ability to changed for the beneƒ t of Aboriginal agencies and political elements collect data and statistics is crucial children, which could include creating involved. The conversation focused to assessing how positive change avenues for children’s authors to EQUAL OPPORTUNITY ADVANCE RIGHT RELATIONS PERSONAL PRESENCE ‡

on how to better support Aboriginal will occur. By determining how many publish stories about The Truth, and Love: Courage: Respect: Humility: OPENNESS families. As such, it linked to the Call children are in care in each region; other stories imperative for children Truth: Honesty: Wisdom Personal development: to Action #5: We call upon the federal, where those children are from; and to learn. Lifelong learning provincial, territorial, and Aboriginal how money is being spent if it is governments to develop culturally not going directly to families and Aboriginal children and their family appropriate parenting programs for support systems are the cornerstone communities. This data will allow for RELATIONSHIP BUILDING TRUTH & RECONCILIATION INDIGENOUS WAYS Aboriginal families. of a healthy, dynamic and vibrant critical assessment of how resources Messaging: Encourage others to OF KNOWING Indigenous culture. By embracing Cultivate cross-cultural friendship: are allocated and allow for strategic engage in reconciliation protocols: This session lead to three main constant learning at all levels Collaboration: Model the way Honour protocols of planning of ƒ nancial resources. Financial resources categories of insight on how to reconciliation for child and family engagement: Land – place- develop appropriate parenting and Participants also agreed on a services can be a catalyst for a new based learning: Storytelling childcare programs for Aboriginal series of actions to support healthy generation of Right Relations. families. The ƒ rst is to bridge Aboriginal families. First, to build generational gaps by having youth relationships among Indigenous, ELDER ENGAGEMENT LEADERSHIP CREATE GENERATIVE interview Elders to jointly develop non-Indigenous, and new Canadians Cultivate cross-cultural friendship: Challenge current belief systems INCLUSIVE SPACE reconciliation that encourages in child programming as a means to Collaboration: Model the way knowledge and experience about support cross-cultural understanding the speciƒ c community needs. The — a cornerstone of the TRC report.

¤ | Truth and Reconciliation Summit Ban Centre for Arts and Creativity | £ “It is essential to have Indigenous people in key roles embedded throughout organizations if you truly want change.”

— Summit Participant

Participants during a breakout session. Photo by Don Lee.

Reconciliation For Business And Tourism Breakout Conversation Themes and Focus (Light Grey Primary Focus, Dark Grey Secondary Focus, White Additional) Facilitated by Carol Anne Hilton in the Reconciliation process they of ƒ nancial resources and the talents/ Co-facilitator Aysun Lynch become more knowledgeable and skills readily available, yet untapped, in empathic with their Indigenous communities. RELATIONSHIP BUILDING HEALING EQUAL OPPORTUNITY The Reconciliation for Business and peers. This, thought leaders asserted, Cultivate cross-cultural friendship: Resilience Tourism breakout session tackled the must be the base for the new The session highlighted three Collaboration: Model the way area of concern for current business cross-cultural workforce to ™ ourish. main categories of action for the and economic development issues. Positive examples of cultivating reconciliation for business and Much of the focus, however, was on tourism. First, to build relationships Right Relations in the workforce ADVANCE RIGHT RELATIONS TRUTH & RECONCILIATION ACTION ‡ ADVOCACY Indigenous employment challenges include initiatives by Mayor of by inviting Indigenous neighbours Love: Courage: Respect: Humility: Messaging: Encourage others to Moving forward: and opportunities in the local Bow Wetaskiwin Bill Elliot, the Aboriginal to return to their lands for healing Truth: Honesty: Wisdom engage in reconciliation protocols: Create awareness raising Valley business and tourism sectors. Career Development Initiative and to create new positions in Parks Financial resources opportunities: Volunteerism The discussion connected to the Call and Indigenous Peoples’ Place. Canada for Indigenous representation to Action #92. ii: Ensure that Aboriginal and perspectives. Second, to foster Peoples have equitable access to jobs, Key session insights for reconciliation healing by recognizing the signiƒ cance COMMUNICATION YOUTH ENGAGEMENT PARTICIPATION ‡ OUTREACH training, and education opportunities for business and tourism surrounded of economic stability and ƒ nancial in the corporate sector, and that the importance of conversation in resources in the healing process and Deep listening: Engage in dialogue Empowerment Name existing power Aboriginal communities gain long-term and about the workplace. Listening to initiate and/or support cultural structures – systems sustainable beneƒ ts from economic was emphasized as paramount sensitivity for workers. Lastly, to development projects. to the goal of learning from one create equal opportunities to ensure another, and as a strategy to help Indigenous people have equal ELDER ENGAGEMENT PERSONAL PRESENCE ‡ Equal opportunity employment for individuals from feeling isolated in, representation in the workforce and in OPENNESS Indigenous workers surfaced as the or from, the workplace. Divestment decision-making positions such as on Personal development: biggest topic of discussion. It was was also discussed as a strategy to boards. Ensuring the right to economic Lifelong learning stressed that healing and healing stop companies from infringing on success and stability is fundamental time/processes may need to be the rights of Indigenous Peoples. to the success of every other category. considered before any outreach or In thinking beyond the Summit, two new working structures/models are important questions were brought Reconciliation for business and developed for Indigenous and non- forth: how can wealth be shared and tourism starts at the individual/ Indigenous people to work together. include more Indigenous people and employee level with strong, healthy The ƒ rst step in making workplaces how might Indigenous people best working relations to create vibrant We need to challenge the dominant narrative within more inclusive for Indigenous workers proƒ t from talents already in their and prosperous businesses, is for local business owners to start community? Strategies may become ultimately leading to more sustainable “our organizations/institutions.” the process of sharing First Nation more evident by examining the spread economies and communities. history with sta . With sta engaging — Summit Participant

¯ | Truth and Reconciliation Summit Ban Centre for Arts and Creativity | ® “Don’t walk the walk and talk the talk; understand from the heart and the rest will follow.”

— Summit Participant

Participants during a breakout session. Photo by Don Lee.

Reconciliation For Justice And Civil Engagement Breakout Conversation Themes and Focus (Light Grey Primary Focus, Dark Grey Secondary Focus, White Additional) Facilitated by Erin Dixon questions needing further exploration: limitations to true reconciliation, and Co-facilitator Brandy Dahrouge if we acknowledge we are all citizens attempting to collectively undermine of the earth, how can we build towards and challenge these obstacles. RELATIONSHIP BUILDING PARTICIPATION ‡ OUTREACH TRUTH & RECONCILIATION Messaging: Encourage others There are 18 Calls to Action (25–42) an understanding that we are all in it Lastly, to observe Indigenous ways of Cultivate cross-cultural friendship: Name existing power structures – to engage in reconciliation under the Justice section of the TRC together; and what is, or can there be, knowing and sharing this knowledge Collaboration: Model the way systems report. This area contains the largest an optimum state of reconciliation, or with all Canadians to encourage and protocols: Financial resources number of Calls to Action in the report. is this an ever-changing and evolving establish speciƒ c Indigenous territory The Reconciliation for Justice and Civil process? Perhaps most importantly, protocols when creating relationships. INDIGENOUS WAYS LEADERSHIP ACTION Œ ADVOCACY Engagement breakout session touched who decides when the process OF KNOWING on many key recommendations in the of reconciliation is complete? This session stressed the need Challenge current belief systems Moving forward: report from instituting appropriate for collaborative ways of working Honour protocols of engagement: Create awareness raising cultural competency training for In attempting to answer these diŸ cult between individuals inside and Land – place-based learning: opportunities: Volunteerism all lawyers, improving funding for questions, session participants outside of Indigenous communities Storytelling Aboriginal-speciƒ c victim programs identiƒ ed three main actions to and the legal system as a key and services, and appropriate ways begin understanding how this starting point in reconciliation for to eliminate the overrepresentation process will work. First, to build justice and civil engagement. ENHANCED EDUCATION COMMUNICATION YOUTH ENGAGEMENT of Aboriginal youth in custody. There relationships by fostering personal Curriculum Enhancement: Changing Deep listening: Engage in dialogue Empowerment was considerable conversation on connections (someone outside school culture: Redeƒ ne schooling & how Indigenous ways of knowing of a community) with someone in education: Indigenous studies could and should be a prominent an Indigenous community and to guide for making legal decisions. develop new and useful models of collaboration. Second, to clarify EQUAL OPPORTUNITY HEALING CREATE GENERATIVE The session provided insight on the boundaries, that is, what every INCLUSIVE SPACE importance of the shi¬t from laws individual’s boundaries are, and Resilience to heart understanding and that which responsibilities do, or do not, reconciliation does not have a ƒ nite belong to them. Part of the process ƒ nish line so its duration must be of acknowledging boundaries must ADVANCE RIGHT RELATIONS PERSONAL PRESENCE ‡ LEARN & CELEBRATE respected. It is also imperative to also be recognizing where imposed Love: Courage: Respect: Humility: OPENNESS INDIGENOUS CULTURE speak up and acknowledge persistent institutional boundaries act as Truth: Honesty: Wisdom Personal development: Life-long Engage in Indigenous ways of injustice. These insights shed light on learning knowing: Honour Indigenous languages

ELDER ENGAGEMENT PROFESSIONAL DEVELOPMENT

´ | Truth and Reconciliation Summit Ban Centre for Arts and Creativity | ³ We have been in that cycle for 150 years of violence, of abuse, of “externalizing that violence, of internalizing that violence of all these hard lives that we’re in right now. And we are going to get out of it. That’s why I’ve dedicated my life to education. That’s why I’ve dedicated my life to trying to see those kids. All those black and white photos of those little kids in those photos — I see them every day. They’re getting o the school bus every day. And I’m going to show as much love as I can to them because that’s what we have to do now. We’re going to heal, and we’re going to thrive, and that cycle of violence, it has to be up to us now. I tell them every day ‘You have to stop that cycle of violence and end it right here.’”

— Je Horvath, Principal of the Tsuut’ina Nation High School Participants during a breakout session. Photo by Don Lee.

Reconciliation For Youth And Education Breakout Conversation Themes and Focus (Light Grey Primary Focus, Dark Grey Secondary Focus, White Additional) Facilitated by Cora Voyageur Moving forward, three main actions Co-facilitator Katrina Donald were developed. First, to advance Right Relations by calling out ADVANCE RIGHT RELATIONS ENHANCED EDUCATION PERSONAL PRESENCE ‡ For the Reconciliation for Youth untruths in a generous manner; not To continue to listen, Love: Courage: Respect: Humility: Curriculum Enhancement: Changing OPENNESS and Education session, participants to shame these people, but to gently Truth: Honesty: Wisdom school culture: Redeƒ ne schooling & Personal development: focused their conversations on two educate those who are unaware, “learn and seek education: Indigenous studies Life-long learning main insights: the signiƒ cance of and to be committed to advancing decolonizing our hearts as much as reconciliation and Right Relations. knowledge from the LEARN & CELEBRATE RELATIONSHIP BUILDING COMMUNICATION our minds and the di erence between Second, to mobilize educational past and present so INDIGENOUS CULTURE being complacent in ignorance and institutions as agents of change by Cultivate cross-cultural friendship: Deep listening: Engage in being present, participating and creating cross-cultural experiences that it can be shared Engage in Indigenous ways of Collaboration: Model the way dialogue being uncomfortable. The importance for non-Indigenous and Indigenous knowing: Honour Indigenous of acknowledging discomfort students. In providing cross-cultural, with our youth. They languages is paramount to developing a and cross-disciplinary methods of are our future. We collaborative conversation between learning, educational institutions community and nonmembers. The can work towards decolonizing have the opportunity PARTICIPATION ‡ OUTREACH ACTION Œ ADVOCACY ELDER ENGAGEMENT important questions to explore pedagogical structures. Lastly, to ƒ nd Name existing power structures – Moving forward: through future conversation are: what to bear witness to personal-presence-openness through systems Create awareness raising questions should we be asking about recognizing that reconciliation is an an incredible time in opportunities: Volunteerism reconciliation for youth and education everyday reality that must be lived in and how can we do this without fear? all facets of life, and it is important history.” Furthermore, should it be ensured that to listen to the stories that students TRUTH & RECONCILIATION INDIGENOUS WAYS YOUTH ENGAGEMENT Indigenous thinkers are at the table share with open hearts and minds. — Summit Participant Messaging: Encourage others to OF KNOWING where decisions are made? Empowerment engage in reconciliation protocols: Honour protocols of engagement: Financial resources Land – place-based learning: Storytelling

| Truth and Reconciliation Summit Ban Centre for Arts and Creativity | “I think the question we need to ask isn’t surrounding the crisis but why are Indigenous people sick? What are the things people believe about why we’re sick as well as what we need to do to move forward and we found there are a lot of myths out there. And a lot of them are patient blaming when really it’s the system that created the situation that we’re in.”

— Dr. Alika Lafontaine, Medical Lead for Aboriginal Health Program (North Zone), Alberta Health Services

Participants during a breakout session. Photo by Don Lee.

Reconciliation For Health And Sport Breakout Conversation Themes and Focus (Light Grey Primary Focus, Dark Grey Secondary Focus, White Additional) Facilitated by Melanie Goodchild require ™ exibility to not get bogged reconciliation discussions/forums in Co-facilitator Lisa Jackson down in small details, but to focus each of the Alberta Health Services on the bigger picture. In discussing 5 zones. Second, to present anti- RELATIONSHIP BUILDING COMMUNICATION LEADERSHIP Reconciliation for Health and Sport implementation measures, these racism awareness training to address Cultivate cross-cultural friendship: Deep listening: Engage in dialogue Challenge current belief emerged as a topic needing immediate programs will need to be tailored to stigmatization and foster a mutual Collaboration: Model the way systems and urgent change. Session insights each community. Additional topics understanding (Call to Action #90). re™ ected on personal experiences need to be considered to ensure By establishing clear community- in Indigenous communities attesting the measures are appropriate for based priorities it will be possible to PARTICIPATION ‡ OUTREACH EQUAL OPPORTUNITY TRUTH & RECONCILIATION to the negative bias of health data each context to conƒ rm what each address the speciƒ c needs of each Messaging: Encourage others and its impacting access to proper Name existing power structures – community wants, and conƒ rming context and the forms of training to engage in reconciliation health care for Indigenous patients. if health and sport initiatives can needed. Lastly, to promote leadership systems protocols: Financial resources On par with the right to proper care be developed, implemented and by appealing to First Nations athletes arose discussion around the reality evaluated from a holistic perspective. to be visible and active role models for of transportation which ensures all aspiring athletes. ACTION Œ ADVOCACY ADVANCE RIGHT RELATIONS HEALING patients can access timely care, but Three primary action items were also in terms of preventive health developed. First, to build relationships Moving forward: Love: Courage: Respect: Humility: Resilience measures such as: access to sports between healthcare and medical Create awareness raising Truth: Honesty: Wisdom and counseling and other a¬ter-school professionals and those working in opportunities: Volunteerism activities. The session stressed healing centres to promote respect this problem is systemic and will for holistic approaches through

“Health is community and family wellbeing.” — Summit Participant

| Truth and Reconciliation Summit Ban Centre for Arts and Creativity |  “Participate in cultural activities and celebrations! Ask questions if you don’t understand.” Art is a tool for conversation.”

— Summit Participant “ — Summit Participant

Reconciliation For Arts, Culture And Heritage Breakout Conversation Themes and Focus As the Honorable (Light Grey Primary Focus, Dark Grey Secondary Focus, White Additional) Facilitated by Don McIntyre through storytelling as a method to “ Co-facilitator Erin Woods move beyond the cultural separation Justice Murray of us and them. Strategies can be RELATIONSHIP BUILDING ADVANCE RIGHT RELATIONS INDIGENOUS WAYS Sinclair, Manitoba’s The session on reconciliation for arts, achieved through initiatives to provide Cultivate cross-cultural friendship: Love: Courage: Respect: Humility: OF KNOWING ƒ rst Aboriginal culture and heritage emphasized the platforms and spaces to introduce Collaboration: Model the way Truth: Honesty: Wisdom Honour protocols of process is more than physical — that Indigenous artists to non-Indigenous engagement: Land – place- Judge and Chair arts and culture are fundamental communities, to counter assumptions based learning: Storytelling to telling stories and imagining new about representations of Indigenous of the Truth and futures. Session insights pointed people in media, arts, and government to the power of the arts in telling Reconciliation bureaucracy. Second, to advance COMMUNICATION PARTICIPATION ‡ OUTREACH PERSONAL PRESENCE ‡ stories, and building new narratives reconciliation and Right Relations Deep listening: Engage in dialogue Name existing power structures – OPENNESS for embracing the beauty of Aboriginal through town council meetings Commission says: systems Personal development: Life-long culture. The importance of knowing geared to incorporating Indigenous learning ‘There are no short that culture is alive, and not stagnant, culture into community events, cuts.’ And when was also an important insight into the and creating a safe and respectful role of the arts. The question of how environment for these cross-cultural ACTION Œ ADVOCACY HEALING LEADERSHIP we look across the to deal with inherited guilt arose as a interactions. Lastly, to honour topic that needs further exploration, Indigenous ways of knowing through Moving forward: Resilience Challenge current belief landscape of Canada speciƒ cally regarding the actions of language revitalization and listening Create awareness raising systems I know that we will generations past which are impacting to Indigenous artists, both of which opportunities: Volunteerism our present. are lifelines to the past and future of Indigenous cultural values and be proud of how The Arts, Culture and Heritage traditional forms of knowledge. ENHANCED EDUCATION CREATE GENERATIVE LEARN & CELEBRATE session developed actions which far we have come Curriculum Enhancement: Changing INCLUSIVE SPACE INDIGENOUS CULTURE complemented many actions school culture: Redeƒ ne schooling & Engage in Indigenous ways of together and how identiƒ ed in previous sessions. The education: Indigenous studies knowing: Honour Indigenous ƒ rst action is to build relationships much further we languages will go.” TRUTH & RECONCILIATION EQUAL OPPORTUNITY YOUTH ENGAGEMENT — Janice Price Messaging: Encourage others to Empowerment engage in reconciliation protocols: Financial resources

ELDER ENGAGEMENT PROFESSIONAL DEVELOPMENT

¤ | Truth and Reconciliation Summit Ban Centre for Arts and Creativity | £ Moving Conversations

Conversation Café Summary Identiƒ cation of these themes has the steps necessary for reconciliation tremendous value for helping to and Right Relations through the The six Conversation Café sessions in the the Conversation Café process and discern future critical conversations, Conversation Café breakout sessions a¬ternoon each covered a unique sector- the individual session discussions, 17 areas of further investigation, topics with the thought leaders. To help related conversation resulting in rich dominant themes were identiƒ ed, of for public forums, or future training participants process the moving insights and potential follow-up actions. which many were common across the and development. and insightful day, the Conversation From a comprehensive perspective, sessions (summary chart below). Café sessions ended by o ering The summary chart lists the more participants an action plan framework. active conversation themes from top to bottom. To summarize, there is The personal action plan consisted Breakout Conversation Themes and Focus strong interest and acknowledgement of a series of questions designed to (Light Grey Primary Focus, Dark Grey Secondary Focus, White Additional) of the importance of relationship help participants process their summit building and communication experience and assist in clarifying 14.6% 8.9% 8.6% as a critical path to advancing steps they could take in support of the reconciliation and Right Relations. TRC Calls to Action. Participants were RELATIONSHIP BUILDING ADVANCE RIGHT RELATIONS COMMUNICATION Despite the large and comprehensive asked to consider the following: Cultivate cross-cultural friendship: Love: Courage: Respect: Humility: Truth: Deep listening: Engage in dialogue list of individual ideas and action steps Collaboration: Model the way Honesty: Wisdom for advancing Right Relations, the act • Commitment to reconciliation and of a simple conversation may be the Right Relations they could achieve 7.7% 6.7% 6.7% most to begin moving forward and for Canada and future generations making a di erence. PARTICIPATION ‡ OUTREACH ACTION Œ ADVOCACY INDIGENOUS WAYS • Gi¬ts, skills, roles, and relationships Name existing power structures – Moving forward: OF KNOWING A majority of the Conversation Café they could bring to this contribution systems Create awareness raising opportunities: Honour protocols of engagement: participants in the post-summit survey Identify one action they could Volunteerism Land – place-based learning: identiƒ ed “good to excellent value” in • begin immediately to honour this Storytelling the process as a means for helping to commitment form their intentions toward advancing 6.2% 5.8% 5.3% Right Relations with Indigenous Additional questions were posed to Peoples and responding to the TRC help participants identify a timeline, PERSONAL PRESENCE ‡ OPENNESS ENHANCED EDUCATION HEALING Calls to Action. Many participants cited steps needed to keep the momentum Personal development: Curriculum Enhancement: Changing Resilience the process as a great opportunity to going, and identify key people or Life-long learning school culture: Redeƒ ne schooling & meet new people in the Bow Valley organizations that could support them education: Indigenous studies region and to discuss important in being successful in their actions. local issues in a cross-cultural 5.2% 4.7% 4.4% manner. To others, the breakout Participants were invited to post one sessions served to help identify personal commitment on the Calls TRUTH & RECONCILIATION LEADERSHIP EQUAL OPPORTUNITY the many stages of reconciliation — to Action bulletin boards in the main Messaging: Encourage others to engage Challenge current belief systems awareness, accepting responsibility, lobby of the Max Bell Auditorium. It in reconciliation protocols: Financial taking action — and veriƒ ed that all was a powerful and inspiring image to resources present were at di erent stages in view and contemplate as participants the process. The most common le¬t the Summit — a colourful sea of 4.1% 4.1% 2.9% comment was the appreciation for over 100 Post-it notes —showcasing the opportunity to meet and speak participant appreciations, hopes, YOUTH ENGAGEMENT LEARN & CELEBRATE CREATE GENERATIVE with those who care deeply about dreams, commitments, and actions in Empowerment INDIGENOUS CULTURE INCLUSIVE SPACE Indigenous people and culture. support of advancing Right Relations Engage in Indigenous ways of knowing: with Indigenous people in Canada. Honour Indigenous languages The Summit focused on both truth The visually stunning image was and reconciliation. The morning reminiscent of the Summit’s logo by schedule was about deepening graphic designer Martha de Santiago, 2.8% 1.3% the understanding of The Truth with the Calls to Action (sparks) of Indigenous history through the ELDER ENGAGEMENT PROFESSIONAL DEVELOPMENT ™ oating up caught by the positive keynote and panel presentations. The winds of change. a¬ternoon was focused on discovering

Participant commitments following the Summit. ¯ | Truth and Reconciliation Summit Ban CentrePhoto by forDon ArtsLee. and Creativity | ® “There is a lot of focus today on the Calls to Action and we will be exploring this over the

Participant commitments following Participants during a breakout session. Photo by Don Lee. course of the the Summit. Photo by Don Lee. day, but one of the underlining Calls To Action: references for Personal Commitments our Calls to Action is less PRINCIPLE OF RECONCILIATION PRINCIPLE OF RECONCILIATION and the TRC Principles frequently cited 3rd Principle 4th Principle

and perhaps Reconciliation is a process of Reconciliation requires constructive Personal action PRINCIPLE OF RECONCILIATION PRINCIPLE OF RECONCILIATION less well known, healing of relationships that action on addressing the on- requires public truth sharing, going legacies of colonialism that commitments for 1st Principle 2nd Principle is what we call apology, and commemoration have had destructive impacts on advancing the Calls that acknowledge and Aboriginal Peoples’ education, to Action The United Nations Declaration on First Nations, Inuit, and Métis the principles redress past harms. cultures and languages, health, the Rights of Indigenous Peoples is peoples, as the original peoples of child welfare, the administration of The Truth and Reconciliation which are the the framework for reconciliation at this country and as self-determining Participants committed to listening justice, and economic opportunities Commission of Canada believes that all levels and across all sectors of peoples, have Treaty, constitutional, foundation of the more and challenging themselves and prosperity. in order for Canada to ™ ourish in the Canadian society. and human rights that must be to be better allies even when it is 21st century, reconciliation between recognized and respected. Calls to Action.” uncomfortable or challenging to do Participants committed to learning Aboriginal and non-Aboriginal Canada Many participants committed to so. They spoke of spreading the word about Indigenous history and sharing building relationships, both locally Participants committed to learning must be based on one or more of — Marie Wilson about the importance of reconciliation what they learned at the Summit. ten principles. A¬ter the Summit, and with others across Canada from Canada’s past for a better future in their places of worship, work and They spoke of teaching this material the personal action commitments doing similar work. “I will continue by eliminating racist place names, among their family and friends. They through conversation, art and the (115 in total) were sorted and posted to build and foster relations and writing their own story on the truth pledged to speak up when they heard blanket exercise to future generations at the closing for public view. Each partnerships across Canada. I and reconciliation journey as a Non- untruths and hurtful remarks and in their classrooms, homes, commitment was assigned to will also request of the Federal Indigenous person, and respecting create opportunities for healing. “Call workplaces and communities. “I will one or more of the Principles of government to advocate for greater Indigenous culture and perspectives. out untruths and speak truths in a use art as a tool for Reconciliation. Reconciliation to gauge participants’ equity for Indigenous people.” “I will not fear the past. I will learn gentle and accessible way to those I will encourage artists, Indigenous focus on the Summit’s intentions about it and learn from it, and help to who don’t know.” They also committed and non-Indigenous people to and actions. Below is a summary create a better future.” to honouring those who spoke their respond through art to reconciliation.” statement of participant actions truth by advancing reconciliation Participants also pledged to linked to one or more of the through advocacy and education.” decolonize educational institutions TRC’s ten principles. by transforming administrative policies and education curriculum and materials.

´ | Truth and Reconciliation Summit Ban Centre for Arts and Creativity | ³ PRINCIPLE OF RECONCILIATION PRINCIPLE OF RECONCILIATION 5th Principle 7th Principle

Reconciliation must create a more The perspectives and equitable and inclusive society by understandings of Aboriginal Elders closing the gaps in social, health, and Traditional Knowledge Keepers and economic outcomes that exist of the ethics, concepts, and between Aboriginal and non- practices of reconciliation are vital Aboriginal Canadians. to long-term reconciliation. I will advance Participants committed to encouraging Participants committed to learning “ culturally sensitive trainings, about Indigenous people, culture, and support programs and hiring practices language and stories through training, in their organizations, schools book clubs, art, formal education parent and communities. “I will advance and conversations with Elders. “I will mentoring.” cultural competency training for invite Elders, families and community sta .” Participants also committed members into our schools.” Other — Summit Participant Participants during a breakout session. Photo by Don Lee. to initiating and supporting local example commitments included: “I mentorship. will learn more about Indigenous culture ƒ rst hand” and “I will commit to knowing the Stoney people through PRINCIPLE OF RECONCILIATION their language.” PRINCIPLE OF RECONCILIATION PRINCIPLE OF RECONCILIATION The full list of the individual action 6th Principle steps (Appendix C) were all relatively 9th Principle 10th Principle PRINCIPLE OF RECONCILIATION equal in range of personal to system All Canadians, as Treaty peoples, change relating to scope of action, as share responsibility for establishing 8th Principle Reconciliation requires political Reconciliation requires sustained well as everything from the immediate and maintaining mutually respectful will, joint leadership, trust building, public education and dialogue, to the long-range and ambitious in relationships. Supporting Aboriginal Peoples’ accountability, and transparency, as including youth engagement, terms of time-line and e ort. This wide cultural revitalization and well as a substantial investment of about the history and legacy of range of action commitments likely Participants committed to learning integrating Indigenous knowledge resources. residential schools, Treaties, indicates that many participants had a what Indigenous people and systems, oral histories, laws, and Aboriginal rights, as well as good understanding of how individual Participants committed to build communities want and need from protocols, and connections to the the historical and contemporary actions can profoundly e ect and community, educate and lead so their allies and government through land into the reconciliation process contributions of Aboriginal shape both the local and the larger that others can be involved in this continued conversation. They are essential. Peoples to Canadian society. system they are living or working in. pledged to stand with Indigenous reconciliation process. They pledged people by challenging other Participants committed to to speak up and advocate for Participants committed to continue to At the end of the day Master of Canadians and government to work incorporating stories and di erent themselves and for others. “Advocate challenge, learn, teach, read, write and Ceremonies Jesse Wente gathered towards reconciliation even if it is ways of knowing into how they run — have self-conƒ dence that my create space for alternative narratives. the Summit participants together uncomfortable. Others wrote that their organizations. “Learn from an knowledge, experience and ideas They pledged to empower youth, build to review the day and to present they would deepen meaningful Aboriginal perspective. Incorporate count. Speak up. Speak out. Start a connections and community through numerous inspiring personal action relationships with Indigenous di erent ways of knowing and learning conversation on Reconciliation.” Other performance art, books, articles, commitments. Wente reinforced the people in their personal lives and into my organization.” One participant participants said they would use their educational programs, and traditional importance in making the necessary workplaces and raise awareness and said they were committed to learning art form to impart respect for the teachings and ceremonies. They wrote micro changes — like our personal promote cross-cultural experiences Treaty 7 languages. Participants also natural environment. that they would include Indigenous actions — to trigger systemic changes and dialogue. “I will deepen and pledged to bring people together in speakers, artists, languages, and in Canada. A closing prayer from Sykes expand meaningful relationships with community and on the land to listen teachings in the work they do. “Never Powderface reinforced the importance Indigenous people personally and and share Aboriginal stories. “Bring stop learning and teaching until of harnessing the recent learning and professionally.” the women together, share stories and the only narrative we hear is about in maintaining momentum. empower the children.” harmony and peace in Canada.”

| Truth and Reconciliation Summit Ban Centre for Arts and Creativity | Participants during a breakout session. Photo by Don Lee. “As an Indigenous relations advisor, events like this Maintaining Momentum Post Summit are incredibly important to Personal Action PERSONAL ACTION PRINCIPLES COMMIT TO PERSONAL/LOCAL emphasize how ACTIONS Commitments for advancing Through the survey, comments were important the Right Relations in the gathered called Personal Action Another frequently mentioned factor Bow Valley Principles, which are described below: was a strong commitment directed to work is and it personal and local action. Courage energizes me Two weeks a¬ter the Summit, Engage and connect more with is required because it o¬ten means participants were sent a survey via Indigenous people and communities speaking up about Indigenous issues to do more. e-mail. The ƒ nal question asked about and concerns in one’s daily life. In impact — which personal actions A ƒ rst step in making connections speaking up when hearing “untruths” Fantastic!” were participants contemplating or with Indigenous people is to allow we remind ourselves of (and honour) already accomplishing a¬ter attending interest and curiosity as a guide to our commitment to personal and local — Summit Participant the Summit. Sixty-four individuals be pro-active. Greater understanding action. responded to the survey. of those outside one’s predominant culture can build empathy and a Addressing the multiple and complex Consistent with what was heard at sense of responsibility in supporting challenges that face Indigenous the Summit, non-Indigenous survey positive change. Those interested people can seem daunting. Many respondents most o¬ten replied their in opportunities to engage and/or participant comments stressed the ƒ rst step was to ƒ nd ways to connect support Indigenous people should ask importance of not being overwhelmed, more meaningfully to Indigenous questions and seek feedback and not but rather of continuing to take the people and their communities in wade in with solutions. steps that are doable in the moment. order to make a di erence personally Many practical, simple and powerful (self-initiated) and on a local level Participant comments referenced a suggestions were listed to help within ones’ immediate geography. strong desire for volunteering and/ build commitment to personal/local Many practical examples of intended or for bringing friends together in actions. For example, one participant actions are listed in the participants’ the service of supporting Indigenous committed to “recognize traditional comments (Appendix C). Many issues and needs. Continuing to lands when I lecture at my university.” spoke of the importance of settings support a local pond hockey league like the local school system and the for children from Canmore, Ban With an eye on the long term, many workplace as natural meeting spaces and Morley was cited as an excellent comments pointed to the importance for increasing Indigenous and non- example of a simple and powerful way of working locally with our youth in the Indigenous connections. to forge connections at the local level. areas of reconciliation.

Participants during a breakout session. | Truth and Reconciliation Summit Photo by Don Lee. Ban Centre for Arts and Creativity |  “Keep it up! You are in a wonderful position to be a convener. Use all of your creative resources and in™ uence available to you!”

— Summit Participant SELF—EDUCATE ABOUT BE AN ADVOCATE INDIGENOUS HISTORY, Many of the Calls to Action challenge CULTURE, AND CURRENT various levels of government to ISSUES address historical inequities, improve One of the impacts of the Summit was Indigenous/government relations, and to inspire and instill a new or renewed to champion public policy change. At the same time, teachers could draw of in™ uencing those around us… INITIATE TRC AWARENESS interest in learning about First Nations Participants described advocacy as an on local resources and opportunities creating a ripple e ect that can lead to AND CHANGE IN MY history and Indigenous culture among important tool for Reconciliation, and for student engagement and changes well beyond our direct circles ORGANIZATION/WORKPLACE the non-Indigenous participants. many reported that a¬ter the Summit connection to Indigenous history and of in™ uence.” One suggestion was the creation of they were now empowered to pursue Change happens through action and culture. A good starting point would be reading groups/book clubs with a at a local or national level. in™ uence. A majority of participants to help facilitate more opportunities The Conversation Café breakout special focus on Indigenous authors identiƒ ed the workplace as an for children in the school system to sessions provided a living example The Summit inspired participants to and topics and an extensive reading excellent venue for raising awareness meet and form relationships across of how diŸ cult (complex/emotional) pursue a variety of actions in support list is already available. See Appendix and shi¬ting attitudes in relation to the region (Lake Louise, Morley). One these conversations can be for of the TRC Calls to Action. The A for Truth and Reconciliation articles, a number of the TRC initiatives. For teacher suggested that one of the those involved. Participants in the majority of action steps identiƒ ed were books, websites, and videos to many, it is the workplace where most impactful things teachers (and post-summit survey remarked how focused on creating more meaningful support further learning. individuals feel well placed to parents) could do is also one of the important it is that we know or learn connections with Indigenous people. in™ uence in support of a cultural simplest. “I will continue reading our how to have conversations in a “good This desire to connect on a deeper shi¬t. In™ uencing others in a work favorite First Nations stories to the way” in order to “to cultivate trust, CONFRONT UNTRUTH level to Indigenous neighbors in the environment can take the shape of elementary school kids.” create conditions for openness and Several personal action statements Bow Valley parallels and reinforces the simply raising conversations at work the courage to talk about the issues were related to adopting a new core message of relationship building around the water cooler, getting the On the governance level at Canadian in an honest and candid way.” From attitude and outlook and embracing that emerged from the Conversation organization more engaged by sharing Rockies Public Schools, suggestions this, small conversations become appropriate personal values to Café breakout sessions. knowledge from the Ban Summit, or pointed toward the adoption of more the building blocks for the civic confront untruths. Hallmarks of this convening meetings with individuals/ To ensure meaningful and authentic Indigenous ways of knowing. One engagement that doesn’t currently personal stance include: teams in the organization to explore suggestion is the creation of an Elders’ exist. connections to Indigenous people how to apply Right Relations internally advisory committee to help ƒ nd ³. The courage to interject is welcomed and sustainable, the through policy change. opportunities for more Elder voices in SHARE INSIGHTS FROM THE “Be sure to interject when one personal action principles listed above the education system. BANFF SUMMIT TO OTHERS hears untruths about truth and must be embraced. ENGAGE/ENHANCE LOCAL reconciliation and the traumas In the survey, participants described SCHOOLS AND THE INITIATE IMPORTANT experienced by Indigenous the Summit’s strong impact, especially EDUCATION SYSTEM CONVERSATIONS RELATING TO Peoples, as well to continue to with its intense one day schedule. A THE TRC provide education on these topics Comments indicated a desire to simple yet important action step is for personally and professionally. Be leverage change in the school system For many participants, the Ban participants to pass on their summit brave in addressing viewpoints toward Right Relations. The change Summit provided an important insights to others, which can include: which are antiquated or involve could come about as a result of parent (conceptual, emotional and sharing how the experience altered missing information.” and teacher interactions or through practical) introduction to the truth preconceived ideas of Indigenous engagement on policy and planning. and reconciliation initiative. The history, sharing recordings of the . Accountability keynote presentations and breakout Summit’s sessions, and encouraging “Be accountable for one’s own As parents, the importance of taking sessions allowed participants to family and friends to attend similar thoughts and actions. Check an active role in learning about become viscerally acquainted with events. Other comments suggested assumptions.” the presence or absence of First the TRC work and the Calls to Action, the Summit be replicated beyond the Nations history in the curriculum, which helped build comfort and Bow Valley, especially in urban settings . Consistency of Response or of teaching/learning activities in conƒ dence to self-initiate important with large Indigenous populations. “Speak up every time there is an the classroom was noted as the ƒ rst conversations. One participant untruth or racial slur. Do not ignore crucial step in enhancing the local explained, “with knowledge and or let slide.” school and education systems. conƒ dence we have greater chances

Opening song by Eya Hey Nakoda. ¤ | Truth and Reconciliation Summit Photo by Don Lee. Ban Centre for Arts and Creativity | £ Future Forward

³. Maintaining Momentum FOLLOW UP ON INITIATE/EXPAND OUTREACH What can IMPACT/PROGRESS Key Advice: BanŒ Centre for . Follow up on Impact /Progress Arts and Creativity do Key Advice: Capture the learning and Set a date to reconnect with Summit allow that to inform you where If you are doing to advance this work? . Internal Development participants to determine impact/ outreach is most needed. “more activities, . Initiate/Expand Outreach progress and share success stories. Many Summit participants praised One of the special outcomes of always include Ban Centre for taking on the initiative Participants stressed that timely the Summit was the creation of a to develop and host the Summit and follow-up and reconnection with new caring that is highly inspired the element were also grateful for the Centre’s MAINTAIN MOMENTUM Summit participants is crucial in and motived in a common cause. lead role in advancing truth and helping to maintain enthusiasm and One participant advised to “keep of Truth as a Micro reconciliation in the Bow Valley. Key Advice: follow-though on the hundreds of the conversation going. Multiply key part of the “changes are Participants were interested and Maintain current momentum in action commitments declared at the the occasions for people to meet, even concerned how the Summit’s raising awareness of the Truth and Summit. This could take a variety share, discuss progress, issues, learning. You have what create momentum would translate into Reconciliation Commission’s 94 of forms: small sector meetings failures, etc.” Continuing to nurture lasting impact. This sentiment was Calls to Action and Right Relations. (Conversation Café groups), creative and expand this network through set that standard, the culture strongly re™ ected in the responses use of online resources, local periodic gatherings was noted as Positive momentum is contagious. please continue.” received in the post-Summit survey: networking events, and/or hosting important as a means to deepen the for major Ban Centre has a tremendous local How could Ban Centre continue another summit with additional focus network and maximize its impact. proƒ le and in™ uence in the Bow — Summit Participant to play an active role in bringing on sharing initiatives/projects/success Ask the participants to invite one or changes.” Valley, and simply by declaring it is the Bow Valley together to respond stories. Adopting a tracking tool/ more community leaders into this to the Truth and Reconciliation fully committed to advancing truth — Summit Participant system for documenting actions and network. Participants also encouraged and reconciliation, others in the Commission’s Calls to Action? progress was also recommended, initiating and expanding outreach to Valley can be inspired and motived similar to an indicators’ report or an those in the valley who did not attend The responses have been organized to do the same. Hosting another annual report card with storytelling. or were not aware of the Summit. into four main areas that create a summit was seen as less important natural ™ ow for continuous learning than continuing to build on this INTERNAL DEVELOPMENT and support for advancing truth and momentum even in small ways. reconciliation in the Bow Valley. Key Advice: Continue to engage the internal, as you engage the external.

If Ban Centre moves into the very important role of leading individuals and organization into the truth and reconciliation process, it is incumbent on the Centre to also continue to do internal work as an organization: understanding and clarifying the role that the institution plays in advancing this work, alignment with vision/ mission and organizational culture. Other comments encouraged Ban Centre to continue to do work on Truth seeking internally and externally.

¯ | Truth and Reconciliation Summit Ban Centre for Arts and Creativity | ® Conclusion

The Truth and Reconciliation Through the powerful and moving commitments and in sharing additional with Indigenous thought leaders the I could sense information and ideas for advancing day a¬ter the Summit to start the Summit hosted by BanŒ keynote presentations we learned of “ the critical importance, and necessary Reconciliation in the Bow Valley. Nine process of cra¬ting a Ban Centre what Chief Phil Centre for Arts and courage needed for Truth-seeking and areas of personal best practices reconciliation framework. Fontaine spoke to Creativity set out to raise Truth Telling — the very ƒrst step in were identiƒed and participants awareness and initiate the Reconciliation process. During the identiƒed a key ƒrst step was to ƒnd The Ban Centre Truth and about being the Reconciliation Summit was held at action towards advancing panel presentation on Wise Practices ways to connect more meaningfully to Indigenous people and their a very important time in the Bow best conference Right Relations between for Reconciliation the participants discovered there are no limits on the communities — to focus on making a Valley, Alberta and Canada…a time because of the Indigenous and non- ways to advance reconciliation. Many dierence personally (self-initiated) of complex social problems in which multiple perspectives are required spirit it held, one of Indigenous people, and initiatives are already being done in and on a local level within one’s inspire individuals to local communities, which represent immediate geography. to co-create change, along with the new era of reconciliation in Canada. true collaboration, take personal action in hundreds of practical and creative solutions for making a dierence. Participants also provided valuable Understanding our common history transformation regards to supporting the feedback and encouragement on Ban and respecting Indigenous knowledge Truth and Reconciliation During the Conversation Café Breakout Centre’s continued leadership role in and experience is paramount in and action. In my Commission’s 94 sessions, participants were able to this area. Participants encouraged the shaping the contextual and critical room there was a Calls to Action. practice in real time how to engage in Centre to maintain momentum as an perspectives that our leaders of Right Relations by hosting respectful Institution, to continue outreach to tomorrow desperately need. spiral of healing More speciƒcally, the Summit was and courageous conversations. The participants and local organizations From the positive feedback from both designed to create the conditions challenges and opportunities in six for follow-up on impact and progress, participants and thought leaders, that happened for generating greater respect, areas of importance relating to the to engage in internal development to a chain reaction has started for understanding and connection Truth and Reconciliation Commission’s support reconciliation, and to initiate and empowerment awareness raising and action in the between Indigenous and non- Calls to Action were explored. Through and expand outreach beyond the Bow Valley. We hope this summary of that happened Indigenous people in the Bow Valley. those discussions we generated Bow Valley. the Truth and Reconciliation Summit By bringing together an impressive hundreds of insights and actions Ban Centre for Arts and Creativity is more than just a report, rather at all levels. array of experienced thought steps, with the primary steps of takes the work of the Truth and a culture change document. We leaders from all across the country, relationship building and eective This I felt was a Reconciliation Commission and the hope it is an informative, stimulating Summit participants were equipped communication as the core building Calls to Action very seriously. By and inspirational tool for individuals highlight, watching with new knowledge and a deeper blocks for initiating Reconciliation. listening to the many and diverse and organizations as they continue understanding of our shared history, At the Summit close, with engaged voices of Indigenous leaders and Bow their important personal journey reconciliation and the meaning of reconciliation heads and hearts, participants pledged Valley citizens through an inspired of learning and understanding the and the role all Canadians play happen from the to make a dierence moving forward and respectful exchange of important truth, advancing Right Relations and in improving the relationship. A by posting over one hundred personal conversations, Ban Centre and its reconciliation with Indigenous Peoples inside out, from the combination of new insight and action commitments covering the sta were profoundly enriched by the of Canada. inspiration moved many of the 10 key principles of Reconciliation. Summit experience. The key insights interpersonal to the participants to commit to positive Weeks a¬ter the Summit, a majority and learning had a tremendous action on reconciliation in their systems level of of participants communicated their in™uence as Ban Centre’s senior own lives. interconnections.” progress in advancing their personal sta and Board of Governors met

— Summit Participant

Ban Centre for Arts and Creativity | ³ Appendix A

Calls to Action Regan, P. (2010). Unsettling the settler . Kookum’s Red Shoes – Peter Resources for Teachers: University • The Circle: Philanthropy and • City of Toronto Resources within: Indian residential schools, Eyvindson (Ages 4-8) of Toronto, Ontario Institute Aboriginal Peoples http://www.toronto.ca/ truth telling, and reconciliation in for Studies in Education (OISE) http://wwwphilanthropy legdocs/mmis/2016/ex/bgrd/ Canada. Vancouver: UBC Press. . Fatty Legs: A True Story – Christy BOOKS http://www.oise.utoronto. andAboriginal peoples.ca/ backgroundƒ le-91816.pdf Jordan-Fenton & Margaret ca/deepeningknowledge/ Fontaine, P. Cro¬t, A. and TRC. Rogers, S., DeGagné, M., Dewar, J., Pokiak-Fenton (Ages 9-12) Teacher_Resources/index.html • Inspirit Foundation • National Aboriginal Day (2016). A knock on the door: the & Lowry, G. (2012). “Speaking https://www.inspiritfoundation.org/ https://www.aadnc-aandc.gc.ca/en ¤. A Stranger at Home: A True Story – essential history of residential my truth”: re™ ections on Reconciliation Canada g/1100100013248/1100100013249 Christy Jordan-Fenton & Margaret Kairos: The Blanket Exercise schools. Winnipeg, Manitoba: reconciliation & residential http://reconciliationcanada.ca/ • Pokiak-Fenton (Ages 9-12) http://www.kairoscanada. Other Initiatives University of Manitoba Press. school. Ottawa, Ontario: Aboriginal Healing Foundation. Speaking My Truth: Aboriginal Healing org/what-we-do/Indigenous- £. No Time to Say Goodbye: Orange Shirt Day Fontaine, T. (2010). Broken Circle: The Foundation Research Publications rights/blanket-exercise/ • Children’s Stories of Kuper http://www.orangeshirtday.org/ Dark Legacy of Indian Residential Sellars, B. (2013). They called http://speakingmytruth.ca/ me Number One: secrets and Island Residential School – • Inuit Tapiriit Kanatami Schools: A Memoir. Victoria: San’yas Indigenous Cultural survival at an Indian residential Sylvia Olsen (Ages 9-12) The Truth and Reconciliation https://www.itk.ca/ • Heritage House Publishing. Safety Training school. Vancouver, British Commission’s 94 Calls to Action ¯. As long as the Rivers Flow Canadian Roots http://www.sanyas.ca/training Garton Stanley, S. & Payette, C. (2015). Columbia, Canada: Talonbooks. (PDF): http://www.trc.ca/websites/ • – Larry Loyie (Ages 9-12) trcinstitution/File/2015/Findings/ http://canadianroots.ca/ POWER SHIFT: The Story (Summit/ First Nations Healing Authority Titley, E. B. (1986). A narrow vision: Calls_to_Action_English2.pdf • Study/Repast). Debajehmujig ®. My Name is Seepeetza – Church Initiatives http://www.fnha.ca/ Creation Centre: Manitoulin Island. Duncan Campbell Scott and the Shirley Sterling (Ages 9-12) UN Declaration on the Rights administration of Indian a airs The Anglican Church of Canada of Indigenous Peoples’ • Henderson, J., & Wakeham, P. in Canada. Vancouver: University ³´. We feel good out here = Zhik http://www.anglican.ca/tr/ 46 articles (PDF): (2013). Reconciling Canada: of British Columbia Press. gwaa’an, nakhwatthaiitat http://www.un.org/esa/socdev/ critical perspectives on the qwiinzii (The Land is Our • The Presbyterian Church in Canada They came for the children: unpƒ i/documents/DRIPS_en.pdf culture of redress. Toronto: Storybook) Julie-Ann André http://presbyterian.ca/healing/ Canada, Aboriginal peoples, University of Toronto Press. and Mindy Willett (Ages 9-12) and residential schools. (2012). Where Are the Children? Healing the • The United Church of Canada Loyie, O. L., Spear, W. K., & Brissenden, Winnipeg: Truth and Reconciliation Legacy of the Residential Schools. http://www.united-church. http://wherearethechildren.ca/en C. (2014). Residential schools: Commission of Canada. ONLINE RESOURCES ca/community-faith/being- with the words and images community/healing-education- Wawahte: Stories of Residential of survivors. Brantford, ON: CBC Digital Archives: and-development School Survivors Indigenous Education Press. BOOKS FOR YOUTH Lesson Plans for Teachers http://www.cbc.ca/archives/ http://wawahte.com/en/ Government Initiatives List retrieved from: Martin, K., Robinson, D., & Garneau, lesson-plan/for-teachers- The Government of Ontario D. (2016). Arts of engagement: Bellrichard, C. (2015, September going-to-a-residential-school • ORGANIZATIONS https://www.ontario.ca/page/ taking aesthetic action in 27). 10 books about truth and Executive Summary of the Truth journey-together-ontarios- and beyond the Truth and reconciliation to read with your Organizations Working and Reconciliation Findings commitment-reconciliation- Reconciliation Commission kids. Retrieved from http://www. in Reconciliation (PDF) http://www.trc.ca/ Indigenous-peoples of Canada. Waterloo, Ontario: cbc.ca/news/Indigenous/10- Wilfrid Laurier University Press. websites/trcinstitution/ • Reconciliation Canada books-about-residential-schools- Federation of Canadian File/2015/Findings/Exec_ http://reconciliationcanada. • to-read-with-your-kids-1.3208021 Municipalities http://www.fcm. Niezen, R. (2013). Truth and Summary_2015_05_31_web_o.pdf ca/programs-initiatives/ ca/Documents/tools/BCMC/ indignation: Canada’s Truth ³. Shi-shi-etko – Nicola current-programs-initiatives/ Legacy of Hope Foundation Pathways_to_reconciliation_EN.pdf and Reconciliation Commission Campbell (Ages 4-8) on Indian residential schools. http://legacyo¬hope.ca/ • The Mosaic Institute North York, Ontario, Canada: . Shin-chi’s Canoe – Nicola https://mosaicinstitute.ca/walking- National Centre for Truth and University of Toronto Press. Campbell (Ages 4-8) the-path-to-reconciliation/ Reconciliation (NTRC), . Arctic Stories – Michael University of Manitoba: • Community Foundations of Canada Kusugak (Ages 4-8) http://nctr.ca http://communityfoundations.ca/ our-work/belonging/reconciliation/

 | Truth and Reconciliation Summit Ban Centre for Arts and Creativity |  Appendix B

Keynote Speakers Elders Thought Leaders Kelly Lendsay Facilitators Indigenous Program Council President and CEO, Aboriginal Phil Fontaine Elder Sykes Powderface Karen Aird Human Resources Council Phil Cox Bonnie Devine Former National Chief, Stoney Tribal Adminstration Indigenous Cultural PLANET OCAD University Assembly of First Nations Heritage Strategist, Nicole MacDonald Elder Tom CraneBear Program Director, Erin Dixon Brenda Etienne Je Horvath Siksika Nation Treaty 8 Tribal Association and McConnell Foundation Ontario Provincial Police Mohawk Council of Kanesatake Principal, Tsuut’ina First Tse’K’wa Heritage Society Nation High School Mavis Crowchild Dan McCarthy Colin Funk Tracy Friedel Tsuut’ina Nation Jessica Bolduc Director, Waterloo Institute of Paciƒ c Centre for Leadership Mount Royal University Kathleen Mahoney QC Executive Director, 4Rs Social Innovation and Resilience, Human Rights Lawyer Elder Alex Crowchild Youth Movement Assistant Professor, Melanie Goodchild Diane Gray Tsuut’ina Nation School of Environment, Univercity of Waterloo Alderville First Nation Bill Phipps Tim Broadhead Resource and Sustainability, Elder Dila Houle Carol Anne Hilton Richard Hansen United Church Lawson Foundation University of Waterloo Pikani Nation Transformation Consulting Hansen Holdings Dr. Marie Wilson Darrel Brown Rio Mitchell Elder Corleigh Powderface Don McIntyre Jordan Head Truth and Reconciliation President and Owner, Kisik Creative Producer, REDx Talks Commissioner Stoney Nation Commercial Furniture University of Lethbridge Alberta Health Services Andrea Nemtin Cora Voyageur Marilyn A Jensen Je rey Cyr President and CEO, University of Calgary Yukon College Special Guests National Association of Inspirit Foundation Panel Members Friendship Centres Cynthia Wesley-Esquimaux Patrick Kelly Mel Benson Sheryl Ries Charlene Bearhead Chief Randy Erminskin Vice-Provost, Aboriginal Initiatives Patrick Kelly Consulting Suncor’s Board of Directors Chief Operating OŸ cer, Education Lead, National Centre Maskwachees Cultural College for Truth and Reconciliation at Reconciliation Canada Tina Kuckkahn-Miller Stephen Ka›kwi the University of Manitoba John Fischer The Evergreen State College President and CEO Canadians Beckie Scott Director, Iniskim Centre, for a New Partnership Olympic Gold Medalist, Ski Fit North Leroy Little Bear Brian Calliou Mount Royal University Director of Indigenous Leadership University of Lethbridge Sarah Kinnie Cowboy Smithx Programming, Ban Centre Guy Freedman Canada Bridges Youth Curator, RedX Talks France Trepanier for Arts and Creativity President and Senior Partner, Artist and Curator Alyssa Lindsey First People’s Group Bill Snow Bill Elliot Canada Bridges Youth Consultation Manager, Stoney Vincent Yellow Old Woman Mayor of Wetaskiwin, Alberta David Garneau Tribal Administration Siksika Nation Danika Littlechild Associate Professor, Visual Arts Dr. Alika Lafontaine Vice President at Canadian Department, University of Regina Arlene Strom Medical Lead, Aboriginal Commission for UNESCO Vice President Sustainability and Health Program (North Zone), Vicki Grant Communications, Suncor Energy Alberta Health Services Athena McKenzie Chair, Board of Directors, First Nations, Métis, and Inuit Community Foundations Canada Rebecca Sullivan Rev. Dr. Bill Phipps Consultant at Edmonton General Manager of Stakeholder Retired Minister of the Scott Haldane Public Schools and Aboriginal Relations, United Church of Canada President and CEO, Rideau Suncor Energy Foundation Eya-Hey Nakoda Hall Foundation Sarah Garton Stanley (Anders Hunter/ Chris Hunter/ Dr. Annette Trimbee Associate Artistic Director of Sandra Laronde Gavin Ear/Rod Hunter) President and Vice-Chancellor, English Theatre and interim Founder and Artistic Director, University of Manitoba facilitator for Indigenous Jesse Wente Red Sky Performance Theatre, National Arts Centre Alex Williams Walter MacDonald White Bear Marissa Lawrence Film Director, The Pass System Senior Director of Strategic Stoney Nakoda Youth Council Initiatives, Reconciliation Canada

 | Truth and Reconciliation Summit Ban Centre for Arts and Creativity |  Appendix C

. Learn from an Aboriginal £. Children’s books with ¤´. For projects that require ³³. Creating community space/ ³. Spend time on the land with Public Action Item perspective. Indigenous language. Support Indigenous engagement, community for Indigenous the elements through the Commitments Indigenous illustrators, as a project manager I will people with Elder resources seasons with all beings. ¤. Do good for my fellow man/ graphic designers to build allow stories to be heard, ³. Start a conversation with the and connection to Indigenous woman. Correct wrong . To continue to do the work that their corner of create. for the project team to be guiding organization in town/ artists, conferences, sta , all assumptions even if I have to I have been doing. To facilitate, actively engaged in the training organization here in members of Ban Centre for step out of my comfort zone. ¯. Talk to my leadership to challenge and create story, and for the project to Ban National Park to explore Arts and Creativity community. about Reconciliation. awareness through education move forward together. ways of educating guides £. Teach my grandchildren ³ . To honour the truths spoken to excite informed people. about protocols and ideas of The Truth. ®. Write letters to the governments ¤³. I will walk with Reconciliation today. To continue to how to share stories of the about Calls to Action that Canada to encourage other listen. To continue to step . Collective justice movement. ¯. Have a mentorship program Indigenous perspective of I want to see fulƒ lled. companies to start/continue further into the journey. for Stoney Reserve. this place in a good way. . Bring the women together, the reconciliation journey. ´. Wisdom is a hard earned ³ . Continue to share the share stories and ®. Speak up in professional . Disrupt traditional notions of quality. Have the wisdom to ¤ . BE an ENGINE not a DRIVER Traditional Native teachings, empower the children. situations when I know schooling and education. forgive yourself and others. for INDIGENOUS STORIES. culture and ceremonies things are wrong. . Change paper and shareholder . Reframe the training o erings in with all Nations. Where are ³. Create a forum for veterans ¤ . Use/incorporate di erent engagement strategy. ´. Personally I can call out theatre design that is inclusive the Indigenous thinkers? to be welcomed home from ways of knowing and learning untruths and speak truths in and respectful of di erent ¤. Advocate. Educate. Inform. war and civilian to hear into my organization. ³ . Start using my business and a gentle and accessible way forms and processes. Acknowledge The Truth. their stories. I am doing it in creativity as a photographer to those who don’t know. Seattle. Find out what’s being ¤ . DECOLONIZE EDUCATIONAL . Invite Elders, families, to impart respect and wisdom £. Inter cultural education done currently. Base nearest INSTITUTIONS. ³. Create a common language and community members our Indigenous people have programs be made available Ban . Red Badge project. and understanding (as much as into our schools. for our natural environment. not only to students but ¤. To fully understand, embrace can be achieved given cultural, to the general public.  . I will challenge assumptions and honour Indigenous . To continue to advocate, work ³. Continue to learn, listen experience, language, and the and mindsets. Canadians’ history, culture, and to educate, build community. and seek out the stories. ¯. Continue to build and di erences). Don’t assume the injustices our government foster relationships and everyone in an organization  . Cultural competency and non-Indigenous Canadians ¤. Learning what will best ƒ ll ³¤. Start a book club with partnerships across Canada. is on the same page. training for sta . have in™ icted upon them. the needs of the Indigenous First Nations books. community and doing what ®. Get comfortable with . Bust old and neo-colonialism  . To keep this conversation ¤¤. Institute a Truth and ³£. Walk side by side Indigenous I can to ƒ ll those needs. being uncomfortable. through calling it out in top of mind by ƒ nding Reconciliation focused and non-Indigenous as part all hidden places. ways to bring it up. discussion group within £. Ask government to vote yes for of how we do everything. ´. Read “Decolonizing Education” a 500 member group equity for Indigenous people. . Learn my language of . Reach out and ask if and by Marie Baptiste. that I’m a member of. ³¯. Advocate – have self conƒ dence Kanyen’keha and teach how I can be of service. Indigenous speakers. ¯. Ask our students what they that my knowledge, experience ³. Ask Indigenous members my niece and nephew. want us to know/do. and ideas count. Speak ¤. Educate and advocate if other topics/structure of ¤£. Get qualiƒ ed (Indigenously) up. Speak out. Help move . Encourage and educate for respect for all. agenda would better make Indigenous Educators ®. Lean in, move through forward in making a positive room for their perspective/ children and youth to share £. Continue with career shadow into all schools. the discomfort. Have step forward and change. worldview/priorities. their stories about connection the conversation. program for Aboriginal youth. and the human experience. ¤¯. Shared history = shared healing. ³®. Accept being uncomfortable . Keep listening. ³´. To tell my work colleagues, ¯. Deconstruct my past! in my ignorance but . Organization – 3 – 5 Action ¤®. Correct untruths. Speak up. friends, family, faith community, not complacent. . We are MADE of STORIES. Items to own. Task Force/ WRITE MY STORY. and other networks of the Committee to implement. ®. I can develop actions for importance of RECONCILIATION ´. Push for radical pedagogy . Connect with self, connect to economic reconciliation for future generations. in public education. others, connect with creation. ¤. Not to fear the past. To learn about it and learn from it, and in my organization. help to create a better future.

¤ | Truth and Reconciliation Summit Ban Centre for Arts and Creativity | £ £´. Leadership needs to be on ¯´. Advocate to eliminate ¯®. Investigate illegal ³´³. Hire more Indigenous folks ³³ . To honour and respect an egoless horizontal plane. racist place names, i.e. Indigenous detentions. at my organization. Canada’s original peoples Vertical leadership can be “Squaw’s Tit” Mountain. and respect their cultures. easily agenda driven (impose, ®´. Use a direct mail piece to tell ³´ . Utilize local newspapers. power, control, ego based). ¯³. Summarize this gathering to a story to highlight the Truth ³³. I will continue to present my son and send it to him. and Reconciliation process. ³´ . Bring up at community meetings. Aboriginal cross-cultural £³. The commitment and to seek awareness sessions to ³´ . Learn. Remember. Share. out more history from the ¯ . Seek out opportunities for my ®³. Create a performance interested audiences (i.e. children to play with, learn that educates children on Elders of our neighbours. ³´. Teach the Truth of First awareness on cultural and from, be exposed to Indigenous Indigenous culture. Nation history to school linguistic characteristics of £ . Don’t be afraid to be involved. kids, culture, stories. Aboriginal people. Colonial ® . Explore and act to change administration, sta and history, solutions to key issues). £ . Have the curiousity to learn ¯ . Be in meaningful reciprocity the deeply colonial students, i.e. Elders and youth and the courage to engage with the community/ nature of universities. driven blanket exercise. and challenge others in ies we do work with. ³´¤. Ask for cultural the conversation. ® . Create performance art that ¯ . Continue to try to learn about educates and brings awareness. competency training. £ . Learn more about Indigenous ethical space and relationships ³´£. Create cross cultural culture – ƒ rst hand. for Indigenous ways of ® . Continuing the conversation experiences for Indigenous knowing, knowledge to lead. proactively. £. To bring back leadership and and non-Indigenous students. initiative for the next generation. ¯. Use art as a tool for ®. Indigenous Reconciliation ³´¯. Through my consciousness, reconciliation. Artists, Strategy for Haskyne my actions will exhibit what I £¤. Let youth know they Indigenous and non- School of Business at the have learned today, every day. have an equal and strong Indigenous can respond University of Calgary. voice to be heard. through art to reconciliation. ®¤. Learn to know the Stoney ³´®. Understand that IGT is redeƒ ning the family structure. ££. Personal: Continue to listen, ¯¤. Start a conversation people through their language. explore and learn about on reconciliation. ³³´. Learn Treaty 7 languages. Indigenous right, history and ®£. Write the Reconciliation Song. cultures worldwide. Work: ¯£. To share Indigenous teachings ®¯. Deepen and expand ³³³. Focus on the land, water, Identify and implement with visitors to our territories meaningful relationships animals and its parts in teaching reconciliation actions as our ancestors told us with Indigenous people us about healing Right Relations. within my company. would be our responsibility. personally and professionally. ³³ . Work on “language” £¯. Education on First Nations ¯¯. To create opportunities for ®®. Write my story of learning as a understanding not clear. heritage, culture, art. Healing, Reconciliation and Right non-Indigenous person, about Relations in non-traditional (and ³³ . Stoney Nakota – how can the true history of Canada. £®. To never stop learning and sometimes diŸ cult) situations. we get our women healthy? teaching until the only narrative ³´´. Write the book. Parent mentoring. we hear is about harmony and Peace in Canada. ☺

¯ | Truth and Reconciliation Summit Ban Centre for Arts and Creativity | ® Truth and Reconciliation Summit

Made possible by the following supporters:

Developed with support from the Peter Lougheed Leadership Program at Ban Centre.

¤´ | Truth and Reconciliation Summit