to establish a proper agreement (Keeptwo, 2021) will be able to experience "...[restoration of] historically significant sites…; contributions to the social and cultural objectives of [their] communities; and a foundation for economic development for the region" (Algonquin Land Claim).
This is exciting news, yet as inspiring as it all sounds, we must recognize that as settlers, we have much work to do to decolonize our own approaches to teaching and learning, and to share this with our membership.
Much of this work will be rooted in listening, in feeling, in honoring the land and its people, and co-creating welcoming and safe spaces, with our Indigenous partners. Our work will also involve engaging with various mathematical perspectives that we might all "circulate together" (Wiseman et al, 2017).
We are thankful for the examples of Indigenous stewardship--that is, of the land and of relationships within and across peoples--that we have the opportunity to learn and work as a Council, and to provide leadership for our colleagues in Math Education.
Niá:wen, Miigwech, Nakurmiik, Thank you.
New Web Resource
Artefacts of Learning & Leadership
Below, you will find examples of Land Acknowledgements we have constructed and used to open our meetings and events. Notably, each one is of considerable length. Our purpose is simple, yet incredibly powerful and so important. As a chapter, we have decided that we will research and embed historical perspectives, stories, and examples of how we can encourage our members to counter oppressive narratives, thus making new spaces and opportunities for our Chapter to truly make good on its vision:
Making teaching and learning mathematics accessible for all
An incredibly important aspect to achieving this vision must and will involve partnerships and collaborations with First Peoples groups in the Ottawa Zone.
If you have questions or comments, do feel free to reach out to our Executive. As a courtesy, we also ask that you innovate from any insights drawn from our activities and writings: it's important that we each do the work of understanding ways of knowing, being, and doing for ourselves. If you are interested in using any part of an Acknowledgment or other resource, please reach out to us using the contact form provided.
Keeptwo, S. (2021). We all go back to the land: The who, why, and how of land acknowledgements. Brush Education Inc.
The Algonquin Land Claim. ontario.ca. (n.d.). Retrieved May 17, 2022, from https://www.ontario.ca/page/algonquin-land-claim
Wiseman, D., Glanfield, F., & Lunney Borden, L. (2017, September 11). How we are coming to know: Report. Show Me Your Math. Retrieved May 6, 2022, from https://showmeyourmath.ca/comingtoknow/report/
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O34ME - Blog
Featuring posts that provide visitors an opportunity to engage in meaningful reflections on practice, as well as connecting research with pedagogical practice
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