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Education has been widely touted as the key to reconciliation. Yet, the problematic under-representation of Indigenous peoples within the teaching profession means that non-Indigenous principals have been largely tasked with supporting the implementation of Calls to Action in Canadian schools. How then might non-Indigenous principals go about doing so in ethical and authentic ways? Drawing on data collected as part of an ongoing SSHRC funded study, Pamela troubles token settler engagement and highlights the importance of relationship, reciprocity, and Indigenous community leadership as integral components of reframing traditional hierarchies and colonial constructions of authority in schools.
Pamela Osmond-Johnson is a former K-12 teacher and school leader, originally from Newfoundland. She is currently an assistant professor of Education at the University of Regina
