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The Story of ii’ taa’poh’to’p: Transitional Story

The Story of ii’ taa’poh’to’p
Transitional Story
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Notes

table of contents
  1. Special Honouring
  2. Contents
  3. Transformation through Relatives
  4. Preface
  5. Preface Stories
  6. Transitional Story
  7. 1 | Understanding the Landscape
  8. Four Stories
  9. Transitional Story
  10. 2 | Setting Out
  11. Four Stories
  12. Transitional Story
  13. 3 | Coming into the Circle
  14. Four Stories
  15. Transitional Story
  16. 4 | Our Four-Stage Journey
  17. Four Stories
  18. Transitional Story
  19. 5 | What We Heard
  20. Four Stories
  21. Transitional Story
  22. 6 | Creating the Strategy
  23. Four Stories
  24. Transitional Story
  25. 7 | Empowering the Spirit of ii’ taa’poh’to’p
  26. Four Stories
  27. Transitional Story
  28. 8 | Reflections
  29. Four Stories
  30. Afterword
  31. Special Acknowledgements
  32. References
  33. About the Authors
  34. Appendix: Videos

Transitional Story

Reconciliation and Values

Reconciliation is a new concept for Canadian society, one with which we have little experience. This is a challenge, for it is difficult to speak about something for which there is little experience. The Truth and Reconciliation Commission has provided a picture of what reconciliation entails with a road map for how we can start on the journey. Reconciliation is increasingly becoming the broad conceptual framework driving Indigenous-related public policy in Canada. It has the power to touch and transform all aspects of Canadian society. As part of the Indigenous Strategy, it is imperative that we take a deep dive into the TRC’s materials and develop a strategic response to the 94 Calls to Action and what they mean for the University of Calgary. We must draw from these materials to develop a lexicon for reconciliation and embed this language ubiquitously in the strategy and across campus.

Values are at the heart of the Indigenous Strategy and indigenization more generally. Other factors, such as meaningful engagement of communities, participation of Indigenous peoples in decision making, pedagogies like land-based learning, and the role of Elders and Traditional Knowledge Keepers in course delivery are integral. Yet all these are connected with and informed by values. Grounded in traditional teachings, such ethical values form the basis for decision making and action. For example, understanding the Earth as alive, with all various aspects coming from the Creator, instills values of relationship and respect with an ethics of stewardship. One Elder shared that “You can only take from the land what you need; if you take more, you have to share it.” These ethical values inspire principles of sharing and kindness rooted in a profound sense of relationship with a responsibility to care for those relationships.

Shared by the Late Dr. David Lertzman in Reflective Notes Addressed to Co-Chairs

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