Reflection Of The Indian Residential Community

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What does it mean when, in a room full of young and aspirational leaders, not one individual identifies as Indigenous? It’s a sign of privilege. Privilege is who gets to be around the table, who is invited to the conversation (Stonehouse, 2017). It’s a division of opportunity based on a history of socialized understandings of difference. But given this overwhelming landscape, Canada hopes to rewrite this history, “to guide and inspire Aboriginal peoples and Canadians in a process of reconciliation and renewed relationships that are based on mutual understanding and respect” (CC). This hope is encapsulated in what is known as the Truth and Reconciliation Commission. The TRC represents a compilation of accounts that have come from the enduring legacy of Indian Residential Schools (TRC, 2015). It is important because it calls to action the ways in which non-Aboriginal people think, perceive history, and understand difference (CC). With its inclusion of 94 calls to action, I am left wondering if these calls will be answered – and by who. As both LaBoucane and Stonehouse expressed, it’s not just an Indigenous issue but a shared history (2017). This history that is not well understood by many – including myself. Therefore, I write this reflection with the intent of exploring what my role is in terms of two areas; thought and action. Thought implies the internal conversation I have with myself regarding my own beliefs and those I hold for others. Often, these thoughts are
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