ᐱᐣᑎᑫᐣ (Come In)
Surviving and Fighting Dehumanizing Practices in Ontario Institutions
Passing Through the Darkness of our Past Lives into the Light of our Present Lives
Into the Light: Living Histories of Oppression and Education in Ontario addresses histories and legacies of educational institutions producing and spreading oppressive knowledge while also excluding and preventing specific groups of people from contributing as knowledge creators and sharers. For our project, these excluded groups have included First Nations and settler people who did not fit white settler colonial worldviews, including Black people and other racialized groups as well as poor, disabled, and labelled-as-disabled people. We have worked to counter this silencing in our design process and our developed learning space. In doing so, our project incorporates practices to strengthen learner well-being and full participation by creating a space that is inclusive and respectful, that celebrates and values differences, and that models ways of supporting different people’s access to difficult stories and artifacts.
We have sought ways to 1) protect sensitive and restricted content related to Traditional Knowledge and survivors’ experiences and 2) provide recommendations for educators on how to engage with stories of lived experiences of Indian Residential School and forced institutionalization in ways that support learner’s access to challenging stories.
While we have incorporated WCAG 2.1 at the Level AA standard, we have also applied some Level AAA Success Criteria. We have applied the following:
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