Yesterday’s virtual Indigenous Education Panel organized by the Halton District School Board (HDSB) brought together elders, educators, and community members to discuss the future of Indigenous education in our region—a conversation that feels increasingly urgent as districts across Canada work to implement Truth and Reconciliation calls to action.
The panel, moderated by HDSB Indigenous Education Advisor Jodie Williams, featured three prominent voices: Elder Grandmother Renee Thomas-Hill from Six Nations, curriculum specialist Dr. Susan Dion from York University, and local Indigenous student advocate Jamie Sky.
“This isn’t just about adding content to textbooks,” Williams explained as she opened the session. “It’s about transforming how we understand knowledge itself.”
More than 200 participants joined the two-hour Zoom event, which focused on practical strategies for integrating Indigenous perspectives into Halton classrooms while addressing systemic barriers that Indigenous students continue to face.
Grandmother Thomas-Hill began with a traditional welcome and shared stories from her own educational journey. “When I was a child, my language was forbidden in school. Today, we’re fighting to keep it alive,” she said. “This healing work must happen in partnership with the education system.”
Dr. Dion presented research showing that Indigenous students in Halton have graduation rates approximately 15% lower than the district average, despite modest improvements over the past five years. She pointed to community-based learning models in British Columbia and Manitoba that have successfully narrowed similar gaps.
“What works is when schools recognize that Indigenous knowledge isn’t a subject to be taught, but a framework for understanding all subjects,” Dr. Dion explained. Her presentation highlighted the Ministry of Education’s recent curriculum revisions that aim to incorporate Indigenous perspectives across subject areas.
Jamie Sky, who graduated from Milton District High School in 2022, spoke candidly about their experiences navigating cultural identity within the school system. “There were days I felt completely invisible in the curriculum, and other days when I was suddenly expected to be the spokesperson for all Indigenous issues,” they said.
Sky’s testimony sparked a thoughtful discussion about creating culturally safe spaces in schools. Several teachers in attendance acknowledged the challenges of implementing meaningful Indigenous education without proper training or resources.
School board trustee Heather Gerrits noted that the HDSB allocated an additional $375,000 in this year’s budget for Indigenous education initiatives, including professional development for teachers and community partnership programs.
“We know funding alone isn’t enough,” Gerrits said. “But it demonstrates our commitment to making this a priority.”
The panel coincides with the Ontario government’s recent announcement of expanded Indigenous language programs in public schools—a move that garnered both praise and skepticism from attendees during the Q&A session.
One parent questioned whether these initiatives would translate into meaningful change in everyday classroom experiences. “My children still come home having learned about Indigenous peoples primarily in the past tense,” she noted.
Williams acknowledged this concern, explaining that decolonizing education is an ongoing process. “We’re working to ensure that Indigenous perspectives aren’t just relegated to history class or limited to discussions of trauma and colonization,” she said.
The panel’s recommendations included creating a permanent Indigenous Education Advisory Circle with representation from local First Nations, Métis and Inuit communities; developing a mentorship program for Indigenous students; and implementing mandatory professional development for all district staff.
According to the 2021 Census, approximately 3.4% of Halton students self-identify as Indigenous, though educators suspect the actual percentage may be higher due to underreporting.
Dr. Dion emphasized that Indigenous education benefits all students. “When we center Indigenous ways of knowing—relationship-based learning, environmental stewardship, and intergenerational knowledge—we create better educational environments for everyone,” she said.
The event concluded with a commitment from Superintendent of Education Mark Zonneveld to present the panel’s recommendations at the next board meeting on June 5th.
For those who missed the live event, HDSB will make a recording available on their website next week, along with a resource guide for parents and educators interested in supporting Indigenous education initiatives at home and in classrooms.
Perhaps Jamie Sky summed up the evening’s significance best: “Education was once used as a weapon against Indigenous peoples. Today, we’re reclaiming it as a tool for healing and reconciliation—not just for us, but for everyone who calls this land home.”
