Over the last ten years since the Truth and Reconciliation Commission announced the 94 calls to action, educators across Canada have gained a growing awareness of issues facing Indigenous peoples in Canada and the lasting effects of colonization, but have not always had the tools and support to turn this awareness into classroom engagement. 

When the Ontario History curriculum for grade 7 and 8 was recently changed to include a greater focus on Indigenous peoples and perspectives, the Trent Teaching Commons (TTC) learned many teachers had expressed a lack of confidence in their ability to implement it effectively. 

“We know that educators are eager to do this work well, but some aren’t sure where to begin,” said Kristy Buccieri, acting associate dean, Trent Teaching Commons. “The Building Your Bundle event was created to make space for learning, reflection and connection with Indigenous knowledge holders, helping teachers navigate the new curriculum, support students and honour our commitments to the Truth and Reconciliation calls to action.” 

The Building Your Bundle event was Trent's second annual professional development day dedicated to supporting educators. Hosted by the TTC in partnership with the First Peoples’ House of Learning (FPHL), and First Nations, Metis and Inuit Education Consultants from the Kawartha Pine Ridge District School Board (KPRDSB) and Durham Catholic District School Board (DCDSB), this workshop helped more than 100 teachers feel more prepared and supported in bringing Indigenous content and perspectives into their classrooms.  

During the full-day event, educators engaged in programming including Just Get Over It, an interactive Indigenous-led session facilitated through FPHL. Rooted in first-hand stories and perspectives, it offered a personal and deeper understanding of colonization’s lasting impacts. 

“When learning is rooted in emotional connection and personal relevance, it becomes more than information. It becomes insight and it leads us to take action,” said Mitch Huguenin, an education developer in Indigenous pedagogies at Trent. 

That sense of personal and emotional connection proved especially meaningful for participants. One teacher reflected on how the experience helped “humanize what we read in curriculum documents.” 

Teachers from DCDSB valued the opportunity to ask questions in a supportive environment. 

“Failure truly is the biggest teacher. We’re being vulnerable with our students by sharing that we don’t have all the answers. And it’s okay for us to make mistakes, learn together, and ask questions.” 

Equipped with new tools and perspectives to help bring Indigenous voices, worldviews, and histories more fully into the fabric of everyday teaching, these 100 teachers can take meaningful steps from awareness toward action – and create a positive ripple effect along the way. 

Learn more about the programming, supports and services offered by the Trent Teaching Commons.