b'SUCCESS IN EDUCATIONand feather paintings, amongwork and to take the time that it many others. Over the lastneeds. In this way, she says, educa-year and a half, the programtors can show intentionality in has been re-structured tobuilding their own knowledge and be offered in a digital format.understanding. Were walking Brant-Terry notes that the[in] this together. Were all on main obstacle has beenour own journey and we have figuring out the technologyto support each other. and working with olderFor Indigenous educators, cultural advisors so thatBrant-Terry hopes they know, they can feel comfortablefirst and foremost, that their delivering their teachingswork matters, not only to in a virtual environment.Indigenous children and their After a few practice sessions,families, but to non-Indigenous she is happy to report that thechildren and their families as well. programs have been running well. As an Indigenous child, when you see yourself and your culture and CHALLENGES your history and your language and Building the iLead initiative intoyour traditions valued, and theyre what it is today has also comeBrant-Terry also recommendsvisible in your school, youre going digging into the many freeto feel safe and youre going to feel with other challenges. Whenacademic resources that arewelcomed, and your families are Brant-Terry first became involvedavailable as well as reaching outgoing to feel welcomed, she says. in the program, she had beento advisors or Knowledge KeepersFor non-Indigenous students, away from the Board for a fewfor support. Invite them intoBrant-Terry hopes that as they learn years and was working at theyour class and do the planningabout Indigenous perspectives, and Ministry of Education in Toronto.with them together. Youre doingtheir own knowledge and respect I really had to dig in and do somethat reciprocal relationship, shestarts to build, they will take their of my own learning, and I neededrecommends.learning home and share it with to read and read and read andBrant-Terry also cautions againsttheir own families. What I say to get to know what those resourcesexpecting Indigenous people tothem is that when youre engaging were. I also realized really quicklydo the work for you, stressing thatin that, youre engaging in a recon-that I needed to reach out to thewhen non-Indigenous educatorsciliation. So just know that you have people who were most knowl- ask questions, they need to bea really important role to play and edgeable, she says. prepared to truly listen, to do thethat it really matters a lot. While there may be many non-Indigenous educators who want to incorporate Indigenous content into their lessons, the task can seem daunting. What it comes down to, says Brant-Terry, is knowing how to find and access authentic Indigenous-authored resources that meet the needs of the class at an age-appropriate\x1f\x1e\x1d\x1c\x1b\x1d\x1a\x19\x18\x17\x18\x16\x15\x14\x13\x1a\x19\x12\x14\x18\x11\x1e\x15\x1e\x14\x12\x18\x10\x13\x19\x12\x15\x0f\x12\x14level. Just begin small, commit to your own learning first, she\x0e\x13\x1d\x1a\x18\x10\x13\x1b\x17\x0cadvises. But youve got to be prepared to do the work. You cant just do one-off things where222 Rowntree Dairy Rdyou invite people to come intoWoodbridge, ON L4L9T2T: 905-652-4140your classroom and then [say]www.local675.caCheck, there, its done. It needs to be your own work and your@local675interiorsystemsown learning. 2021indspiration43'