Last week, students and staff across St. Michaels University School gathered for ceremonies ahead of the National Day for Truth and Reconciliation. Those moments of reflection matter. So does the learning that continues in our classrooms, on the land and in the conversations we have with one another.
Here are a few ways that learning is taking shape across the School, along with resources families can explore together.
Saying W̱SÁNEĆ
Have you ever had an awkward encounter where someone you have a relationship with calls you by the wrong name or repeatedly mispronounces your name? The first time or two, you might brush it off. But over time, you might begin to question what that mistake says about how much they value your relationship.
With this in mind, let’s consider how to pronounce W̱SÁNEĆ. It’s part of our Acknowledgement of Traditional Territory, so it comes up often. Pronunciation can vary somewhat from one community to another, and those differences are important to recognize.
Listen to one pronunciation of W̱SÁNEĆ.
Start with a windy ‘w’ or ‘wh’ sound, like you are blowing out a candle. Avoid ending with a hard “c” as in neck or nick. Depending on the community you are working with, there may be slight variations in pronunciation and may include:
Why-say-nech; Wh-sah-nech; Wh-say-nich; or Wh-sah-nich
Learning in Classrooms
In a Chemistry 12 vitamin C titration lab last June, science teacher Jordan Tessarolo made a small shift: students used harvested fir tree tips from a campus tree rather than the apple juice or vitamin C tablets more commonly used in the experiment. This first iteration provided a starting point for exploring the relationship between Western science and Indigenous ways of knowing. Jordan plans to expand the activity to include more education around ethical harvesting and deeper cultural connections.
In Grade 3, Roxanne Kingsbury’s and Jeremy Bell’s classes explored plants, animals and sustainable practices that protect biodiversity as part of their humanities learning. Following professional learning with members of the Tla-o-qui-aht First Nation, the teachers brought firsthand insights into the project. Students learned about the cultural importance of cedar trees, composed welcome songs and created personal pledges to the land reflecting their values.
Learning also continues for our educators. Last May, 15 SMUS faculty and staff spent three days in Tla-o-qui-aht territory with Indigenous Scholar Gisele Martin, alongside her sister Tsimka and father Joe. Through time on coastal mudflats, walks on Meares Island and the Tonquin Trail, and storytelling, they engaged with local history, language, stewardship and Indigenous ways of knowing.
Read about their experience and reflections.
Keep learning together
Books can open up further conversations at home.
- I Am Connected by Kung Jaadee, illustrated by Carla Joseph, is a picture book about the many ways connectedness can be practised.
- Indigenous Ingenuity: A Celebration of Traditional North American Knowledge by Deidre Havrelock and Edward Kay explores Indigenous inventions and scientific discoveries through activities for young readers.
- For older readers, You Were Made for This World, edited by Stephanie Sinclair and Sara Sinclair, brings together letters and art from more than 40 Indigenous writers, artists and activists.
Sept. 30 offers time to reflect. We hope these examples also invite curiosity and continued learning throughout the year.
