The Role of the Historian

I am a teacher at Grand River Collegiate Institute, who has been teaching history for 30 years in the Waterloo Region District School Board. One experience that opened my eyes to a reality in this country that I had seldom been discussing with my students was made evident when former prime minister Paul Martin paid a visit to our school some years ago. He shared an interesting reflection at our school assembly about his travels internationally. He indicated that when he visited other countries and raised concerns from Canadian citizens about human rights abuses there, he encountered foreign governments and groups challenging him over the plight of Indigenous peoples living in Canada (for example the living conditions on reserves, treaty violations, etc.). He encouraged the audience that day to step up and play a part, even a small one, to change this. In 2015, when the Truth and Reconciliation Commission released its 94 calls to action, it provided a road map for all Canadians to finally take meaningful action.

Teaching history is one such way to assist in this process. Author Thomas King, in his book, The Inconvenient Indian, made reference to the fact that “historians are not often appreciated because their research tends to destroy myths.” Just as prime minister Martin had discovered, I too, as a historian, had long held on to many myths and perpetuated them in my classroom. I have had to challenge myself and others about many long held beliefs and sources of harm, which is not easy. Sorting through the past and connecting it to the realities of today can sometimes be uncomfortable for many. Like other teachers in the WRDSB, I have tried to bring in more Indigenous voices and perspectives into my practice. I have learned to become a better listener.

When a group of students in my grade 10 history class conveyed an interest to change the name of Indian Road, they had identified something that was staring at them right outside of their own school building. No matter what the final outcome of this initiative, it has been a worthwhile experience on so many levels: young people taking an interest in history; students being active citizens involved in the political process with the municipal government; and the amazing visit to the school by a respected Knowledge Keeper, Clarence Cachagee, who engaged and educated an eager collection of students and staff about cultural practices and ceremonies. The media buzz created by the students' actions has ignited numerous conversations in the community and has raised awareness about the need to re-examine aspects of history to help make meaningful reconciliation.