Indigenous Education with DCDSB

Land Acknowledgement

We respectfully acknowledge that we, here in the Durham Region, are on the traditional lands of the Mississaugas of Scugog Island.

As a school board we have been expanding our knowledge about the land acknowledgement through conversations about the land and learning on the land with Indigenous community partners and knowledge holders. We have been engaging as a school community about the importance of understanding the land that we live on, our relationships with it, roles in protecting it and how we as individuals connect with the land.

2024-2025 Student Achievement Plan: Indigenous Education

Please see below for some of the ways DCDSB staff and students have been engaging in learning about, and on, the land:

Below are some of the ways DCDSB staff have been engaging in learning on and about the land:
"The staff walk to the conservation area was a special time for us to pause, be together in nature and connect to the land. We learned about how the various plants can be used to support our well-being. We are striving to be more connected to nature and wanted to highlight the area for educators to bring their own students. We want to foster curiosity in our students about our living world and how crucial it is that we protect it. We were fortunate to have the Indigenous team to share their knowledge about the beautiful area and help to build our capacity as a staff. We understand that reconciliation is a continuous journey, and we have lots to learn as a community."
- Ms. Lelievre. St. Monica Catholic School
 

"As an educator, I believe students appreciate learning through a lived experience. Visiting Altona Forest in Pickering, the Indigenous Education team provided my students with a greater knowledge and appreciation of the land's natural resources by viewing nature through an Indigenous lens. Through this simple walk in our own backyard, students came to understand the fragility of nature and the wealth of resources one little forest provides towards maintaining health. As students viewed the power lines hovering over the forest, they came to the realization that the Indigenous fight to preserve this land and its natural resources is integral for all people."

- Ms. Prebble, St. Mary Catholic Secondary School

 

"I have benefitted so much from taking part in land walks to learn about Indigenous ways of knowing. In addition to the much-needed physical refresh and the sense of peace that comes from being close to the land, I have developed a deeper sense of gratitude for the abundance of gifts given to us by the Creator that we can use as we need. I am also more aware that this way of learning is something that has been missing from our more traditional curriculum and should be included for the benefit of all students."

- Mr. Jacobs, Academic Services 

Please see below for some of the learning DCDSB students have been participating in to get to know the land we live on:

  • “Learning more about the plants that are in our forest that we walk by on a regular basis. Knowing more about which ones we could eat, or which ones help with certain things like our skin. There are plants that can help with eczema.” - Londyn 
  • “It made me more aware of how humans litter and how we harm our environment, and why we need to take care of our environment.” - Tyler 
  • “It helped us notice more about plants that I never see or really look at when I am walking by, or know that they are for.” - Ella 
  • “Noticing that there are many different types and species and plants right in our community and why they matter to us.” - Olivia M. 
  • “When you take something, you always give back. Let’s say you take plants or berries to eat or use for a medicinal reason. You could plant more or help the environment stay healthy. Maybe you could make sure it has enough sun and water. ” - Mya 
  • “We discovered why Indigenous Peoples respect the land and have always tried to protect it. We learned why our land is so important for us and our future generations. We should think about our future and protecting the land for our grandchildren or we will not have a Mother Earth for them.” - Abby
  • "We were also taught a very valuable lesson as we were nearing the end of our walk and standing in a sharing circle. We learned that by going through the forest and learning about what vegetation can provide for us, a deeper connection between people and the earth can be created. Knowing what our class knows now, the want to protect and preserve the land is much stronger than we may have felt before. It was such a treat to be led through nature by very knowledgeable people, and to see and learn what a true gift it is to have valuable resources located just outside our classrooms." - Hannah
students sitting on snow outside

The Contemporary Indigenous Voices in a Global Perspective is a Grade 12 course that focuses on key events, causes and effects, points of view and. the impacts of colonisation on all levels of Indigenous life and well-being.

What is the difference between Understanding Contemporary First Nations, Métis, and Inuit Voices (NBE) and NDW? Download the comparison sheet to learn more.

Watch the video below to learn why students recommend this course:

The DCDSB acknowledges and/or promotes the following special recognition days or events related to Indigenous Education in the 2024-2025 school year.

  • September 19: Powley Day / La journée Powley
  • September 23-27: Truth and Reconciliation Week / Semaine de la vérité et de la réconciliation
  • September 30: National Day for Truth and Reconciliation / Journée nationale de la vérité et de la réconciliation
  • October 4: National Day of Action for Missing and Murdered Indigenous Women, Girls and 2-spirited people (MMIWG2S) / Journée nationale d’action pour les femmes, les filles et les personnes de deux esprits Autochtones disparus et assassinées
  • November 3-9: Treaties Recognition Week / Semaine de reconnaissance des traités
  • November 7: International Inuit Day / La journée internationale des Inuits
  • November 8: National Indigenous Veterans Day / Journée internationale des vétérans Autochtones
  • November 10-16: Rock your Mocs Week / Semaine “Rock your Mocs”
  • November 16: Louis Riel Day in Ontario / Journée Louis Riel
  • December 12: National Day of Prayer in Solidarity with Indigenous Peoples / Journée national de prière en solidarité avec des personnes Autochtones
  • February 14: MMIWG2S Day of Remembrance / Journée nationale de sensibilisation aux femmes, aux filles et aux personnes 2ELGTQI+ Autochtones disparues et assassinées
  • March 31: National Indigenous Languages Day / Journée nationale des langues Autochtones
  • May 5: National Day of Awareness for Missing and Murdered Indigenous Women and Girls (MMIWG2S) (Red Dress Day) / Journée nationale des femmes, filles et personnes de 2 Esprits Autochtones disparues et assassinées (Journée de la robe rouge)
  • May 16: Moose Hide Campaign Day / Journée de la Campagne “Moose Hide"
  • The month of June: National Indigenous History Month / Mois national de l’histoire Autochtone
  • June 21: National Indigenous Peoples Day / Journée nationale des peuples Autochtones
  • July 9: Nunavut Day / Journée du Nunavut
  • August 9: International Day of the World’s Indigenous Peoples / Journée internationale des peuples autochtones

The following are links to articles that highlight our Indigenous Education program and the work being accomplished in our schools.

Ontario's Ministry of Education has published revised curriculums which include Indigenous voices, perspectives, and diverse experiences.