How can we create a space that respects and honours Indigenous people and helps build a bridge towards reconciliation?
Early in the school year, a learner in a Grade 5/6 classroom visiting our Truth and Reconciliation Tree art installation at the front of the school asked, “Why is it just grass around the tree? That doesn’t look great.” From there, a driving question was born: “How can we create a space that respects and honours Indigenous people and helps build a bridge towards reconciliation?”
From that driving question, learners decided on collaboratively creating an Indigenous Reconciliation garden. Next, they learned about different Indigenous cultures, Indigenous symbolism, and sacred plants, and about residential schools, Jordan’s Principle, and Shannon’s Dream. This vast array of learning experiences deepened their understanding and expanded their thinking. This allowed them to think critically, make informed decisions, and plan a thoughtful, peaceful space in which they could reflect on and remember the mistakes of the past and the reconciliation work that still needs to be done as citizens of Canada and within our community.
Following this, learners next learned about native plants through lessons, books, websites, and a presentation from a local company that specializes in native prairie plants. They learned that the plants that grew naturally, before colonization, have mostly been replaced with grasses and plants that are not as well adapted for our environment. Learners decided that the plants in this space needed to be more sustainable because they were native to the Prairies, requiring less water and providing a natural environment for bees and other pollinators. The plants chosen for the garden also included many sacred and medicinal plants for Indigenous Peoples.
Learners also brainstormed steps and practical details related to what would be needed to bring this garden to fruition. Some of the important ideas that came up were getting funding, finding partners, and design. A letter-writing and grant-writing campaign followed with learners receiving answers from and meetings with politicians, organizations, local companies, and school division administrators.
To further help with designing the garden, learners explored a variety of different Indigenous gardens around North America, analyzed them, and pulled out common characteristics and aspects they liked, once again calling on their critical thinking skills. A local architecture/design company was then invited in to speak and conduct a workshop on blueprint making. Individually, learners created a rough draft blueprint of a garden they wanted to create. From there, they paired up and either chose a design or combined ideas to create a scaled, detailed, artistic blueprint of the garden complete with plant selection.
A panel of different people, including Indigenous Elders and Knowledge Keepers, administrators, teachers, politicians, and other community members, chose the final design after presentations from the different groups of learners.
Using the final design, and donations of supplies they had received, learners broke down a more specific cost and budget for the garden to approach some partners who were waiting on final cost to see how they could help.
At this point, the collaborative building and planting of the garden began with both learners, staff, and other professionals all collaborating in the creation of the garden. As learners learned, the first year of caring for a plant is the most important, so they brainstormed and came up with a maintenance plan and schedule for the rest of the school year, during the summer months, and upon returning in the fall.
Learners also came up with ways that teachers and learners could use the garden at different times of the year and shared this with the school community.
