Leading Reconciliation in Rural Schools: Lessons Learned From Listening
Reconciliation in Action
By: Jana Len, Bulletin Contributor
As calls grow across Canada to strengthen relationships between Indigenous and non-Indigenous peoples, Saskatchewan teachers are recognizing the role education plays in reconciliation. Schools were once sites of profound harm for many Indian Residential School Survivors. Today, schools are increasingly seen as places for healing through learning, reflection and action.
To better understand that work, a six-person research team – Angela Sparks, Brie Phillips, Donna Locke, Jade Ballek, Kimberly Fick and Stacy Becker – examined reconciliation leadership in schools. Supported by funding from the McDowell Foundation, the team explored how administrators in Sun West School Division are leading reconciliation efforts and what more can be done to advance this work. Their goal was to address a gap in research and gather honest insights into reconciliation practices taking place across the division.
The project was designed to reflect the realities of reconciliation work in schools, examining the daily decisions, challenges and learning that shape this work in rural communities. Because the team included both Indigenous and non-Indigenous researchers, it adopted a decolonizing approach. Non-Indigenous team members examined their roles as white settler researchers and remained mindful of the ongoing impacts of colonialism. That perspective informed how interviews were conducted, stories were interpreted and data was analyzed.
The team started with four guiding questions:
- What strategies and actions are rural K-12 principals undertaking to advance reconciliation in response to the Truth and Reconciliation Commission of Canada’s Calls to Action?
- In what ways have these activities increased understanding of Indigenous worldviews and the history and legacy of residential schools?
- How have these practices strengthened relationships between Indigenous and non-Indigenous people within the school division?
- What challenges and opportunities do rural leaders face when advancing reconciliation?
Together, these questions informed the design of the study and provided the analytical frame for interpreting participants’ stories and experiences.
The Five Emerging Themes:
- Importance of Reconciliation in K-12
A consistent finding across the research was that administrators view reconciliation as foundational to education, not as an addon. The research team noted that Indigenous students graduate at significantly lower rates than non-Indigenous students, approximately 45 to 48 per cent, compared with 88 per cent. Participants emphasized that when reconciliation is embedded in school culture and practice, it supports Indigenous students’ success, belonging and well-being. - Leadership as a Driver of Change
Administrators said they have a responsibility to create safe and inclusive learning environments. They recognized the influence of their role and stressed that reconciliation must be demonstrated through everyday leadership, not simply understood in theory. By embedding reconciliation in policies, classroom practices and relationships, leaders make it part of their daily work and the culture of their schools. - Personal Growth and Understanding
This theme generated some of the project’s most candid reflections. Many administrators shared that they did not learn the full history of residential schools until adulthood. As a result, they recognized the importance of personal responsibility in reconciliation leadership. Participants described leaders as co-learners who must actively pursue their own learning rather than relying primarily on Indigenous partners or school division personnel to lead that work. - Relationship Building
Relationship building emerged repeatedly throughout the project. Administrators emphasized that reconciliation is rooted in authentic relationships with Indigenous communities, Elders, Knowledge Keepers and families. Meaningful partnerships require humility, reflection and a willingness to learn. Participants also noted the challenges of building and maintaining connections across Saskatchewan’s vast geography. Strong relationships take time, intention and trust. - Engaging Community
Administrators described community engagement as one of the most complex aspects of reconciliation work. They spoke about working in communities where attitudes toward reconciliation vary. One participant shared that reconciliation is regularly highlighted through newsletters, social media and school community council meetings to help build awareness and understanding. The research found that small, consistent actions can help shift perspectives and strengthen support for reconciliation over time.
Throughout the project, the goal was to listen carefully and accurately reflect participants’ experiences.
Analysis of focus groups, surveys and interviews revealed five interconnected themes. While each theme was distinct, researchers found none existed in isolation. To illustrate this relationship, they developed the metaphor of a strawberry plant, with each theme connected and contributing to the whole rather than operating independently or in a hierarchy.
In Indigenous worldviews, the strawberry symbolizes growth, renewal and interconnectedness. Every part of the strawberry plant, from its roots to blossoms to the fruit, contributes to the health and vitality of the whole system. Every part of the plant matters. Strawberry plants grow outward, not upward. They create new growth connected to the original plant. Similarly, the five themes all contribute to the larger journey of reconciliation in Saskatchewan schools. Reconciliation work spreads in much the same way. It is not a top-down process; rather, it grows and spreads through relationships and shared learning.
Throughout the project, researchers identified several findings that resonated. They noted teachers’ strong commitment to connecting curriculum outcomes with Indigenous perspectives and cultures. Schools incorporated activities such as teepee teachings, storytelling, beading and Bannock making, often inviting community members to participate. Researchers found that visible and meaningful engagement deepens understanding and strengthens commitment to reconciliation.
The research also highlighted the challenges of placing reconciliation work on a single individual. Participants noted that relying on one Indigenous perspectives consultant or champion can lead to burnout. Researchers found that reconciliation is most effective when responsibility is shared and people learn alongside one another.
The findings closely aligned with the project’s original goals. Researchers concluded that reconciliation work is interconnected and cannot succeed in isolation. Administrators frequently spoke about the role of community in advancing reconciliation efforts. Participants identified potential benefits, including stronger relationships, more inclusive school environments, greater cultural understanding and improved outcomes for Indigenous and non-Indigenous students.
Some findings were unexpected. While discussion often focused on relationship building and learning, several school leaders expressed interest in broadening reconciliation efforts to include anti-racist and cross-cultural education. Researchers also found that the division’s rural context shaped both opportunities and challenges.
The division includes 42 schools, 19 of them Hutterian. While no First Nations communities are located within division boundaries, three neighbouring First Nations present opportunities for partnership and collaboration. The local economy, driven by agriculture and the oil and gas sector, also influences community life and perceptions of the land. One participant shared a vision for the future, saying, “I just want everybody to realize we are all treaty people … for it to just be in our nature … just there. All doing it together and getting rid of all the racism, covert, overt, all of it.” Researchers also identified a need for accessible learning opportunities focused on reconciliation, Indigenous perspectives, anti-racist and anti-oppressive practices, as well as dedicated personnel to support schools in this work.