A land acknowledgement can be a meaningful way to recognize the long and enduring histories and relationships that First Nations, Inuit and Métis peoples and communities have had, and continue to have, with the land since time immemorial. They are meant also as a way for non-Indigenous peoples to situate themselves and their own histories in how they came to be on the lands now known as Canada. Land acknowledgements also identify the roles of settlers as beneficiaries of the treaty-making process as well as their responsibilities as treaty people on Indigenous lands, and to Indigenous peoples.
Treaties are agreements that are made between two nations and are legally-binding. There is a long history of treaty-making on Turtle Island. First Nations created their own treaties between respective nations, and later with European nations, that outline/outlined each party’s roles and responsibilities. These treaties were recorded orally and, also visually, through such forms as Wampum Belts.
In addition, treaties also refer to the agreements made between First Nations and the Crown. This allowed the Crown to use the expansive traditional lands of Indigenous peoples and outlined the promises and obligations that were required of both parties to fulfill this partnership. These treaties were made to ensure peaceful relationships and could be revisited to ensure continued times of peace. Treaties, in most areas of Canada, are the legal basis for how settlers came to live on the land today and are important to reflect upon in the land acknowledgement. This is also why all Canadians are treaty people.
It is the hope that each school board has created their land acknowledgement with local Indigenous communities and/or treaty partners, so that the acknowledgement is reflective of the ongoing relationships with, and commitment to, Indigenous students, families and communities in their specific area. School boards may have different land acknowledgements for different areas within their school district. If a land acknowledgement cannot be located, they are typically found on school board, municipal, and post-secondary institutions websites. Land acknowledgements are not only about recognizing the past, rather they aim to remind people of the long history of colonization that continues to impact Indigenous peoples around the world. Land acknowledgements are active statements as Indigenous peoples, their nations, and their homelands are still here.
However, land acknowledgements can be meaningless without action. TVO is committed to incorporating Indigenous knowledges, histories, traditions, rights, responsibilities, and identities into programming and educational content, so that every student can learn more about First Nations, Inuit, and Métis peoples respectively. The goal is not just education in these courses, but also action and having students use what they learn to support Indigenous communities and their futures regardless of age or grade. All students can learn about the lands they live on and their rights and responsibilities to the Earth and Indigenous peoples. Teachers know their students best and are encouraged to adjust the depth of their conversations about, and actions responding to, land acknowledgements based on their classrooms and local communities.
Treaties, in most areas of Canada, are the legal basis for how settlers came to live on the land today. Please refer to the following Ministry resource for more information: The First Nations and Treaties Map of Ontario as an Instructional Resource: An Educator’s Guide (2020)(Opens in a new window).
Teachers should reflect first on why they are doing a land acknowledgement. They may want to ask:
If teachers would like to include a land acknowledgement, here are some helpful guidelines:
Teachers should take the time to learn from local Indigenous community members and partners on how their class and/or school can support their communities and their futures in a meaningful way.
Land acknowledgements are just an entry point, the real goal is to make deep and reciprocal relationships with local Indigenous communities and their members. Teachers can connect with an Indigenous Lead if they are unsure where to start. Each school board should have an Indigenous Lead position that can assist with Indigenous curriculum and resources.