Learning Through Relationship: What an Educational Partnership Can Teach Us About Reconciliation
Updated: Sep 28
Kaiha Jaaj
I remember my first introduction to the concept of reconciliation when I was in the 5th grade. We did a novel study on the book Fatty Legs by Margaret Pokiak-Fenton, which is about the author’s experience in a residential school. As an emotional and empathetic kid, I remember feeling so intensely sad and horrified about this story of a girl my own age being ripped from her home, abused, and held captive for years as they attempted to assimilate her and other children into European culture.
The dark, discriminatory, and traumatic nature of Canada’s historical relationship with Indigenous Peoples cannot be understated. However, in all my years of education on the subject in the Ontario public education system, I have come to understand that there was a missing element to the conversation. That element is the opportunity to recognize shared values between different groups of people in a way that deepens our understanding of each other, provides the opportunity to express our learning in meaningful ways, and shows a path forward for education rather than an annual recap of the same lesson over and over again. I’ve had the recent pleasure of learning about an educational partnership that transcends conventional education boundaries and offers students and educators a unique opportunity to take a step beyond traditional methods of conveying important lessons.
BACKGROUND & CONTEXT
HAWI (Haudenosaunee and Waldorf Inspired), is a community-minded consulting company that coaches Indigenous and Non-Indigenous educators on an approach to education that is rooted in Haudenosaunee thought and philosophy while taking inspiration from the Waldorf education method.
A Waldorf school is an educational approach that emphasizes the development of the whole child. Meaning not just academically, but socially, physically, creatively and spiritually as well. The learning is designed to match the development of the child through traditional subjects like math, science and history combined with art, music, storytelling, nature, and movement. Experience, engagement, community and nature connection as well as art integration are distinctive features of the model. The model was developed by Austrian philosopher and educator Rudolf Steiner just after the First World War in 1919 and the first Waldorf school was founded in Stuttgart, Germany. Instead of raising children to fit rigid social structures and conform to basic worker expectations as Germany emerged from the war, Steiner argued that children should be educated to embrace their independence and creativity as individuals.
The Haudenosaunee are a unified Confederacy of six nations (originally five) under the Great Law of Peace, and the Six Nations of the Grand River stands as the only Indigenous community that includes all six Haudenosaunee nations. HAWI was founded in 2021 and is rooted in the Six Nations of the Grand River. In their work with this location, they prioritize carrying forward Haudenosaune tradition while also incorporating innovative educational methods. Their mission is reflected by the name of the company itself: HAWI, which in Kanyen’kéha (Mohawk) lLanguage, signifies the act of carrying forward.
HOW DOES THIS WORK IN PRACTICE?
I had the opportunity to speak with Tara Thornton, who is a Waldorf educator and has been involved in the community since 1995. She serves as the main point of contact with HAWI and is a member of the DEIB faculty commitee. Our conversation opened my eyes to the beauty and brilliance of this organization as she explained the functionality of the relationship and the give and take of the two cultures. There are many natural points of connection between Haudenosaunee traditions and Waldorf education methods. Waldorf education looks at the human being as a whole human being, including the mind, body, soul, and spirit. Haudenosaune culture holds a similar belief about the importance of connection to one’s spirit. Connection to nature, respect of the natural world, and viewing the world as a miraculous environment is emphasized by both groups. Furthermore, emphasis on practical arts, experiential learning, artistic and creative exploration, music, singing and drama are all parallels for these groups that lead to a harmonious relationship.
Through courses, coaching, offerings, and resources offered by HAWI, Waldorf educators become equipped to introduce elements of Haudenosaune culture and teachings into their curriculum at the appropriate stage of development for the child. Some examples of this include the artwork that is done all the way through high school and the learning opportunities and experiences offered in courses like Green Industries, Geography, History and Art. In Grade 9, students deepen their learning and understanding of Indigenous agricultural traditions by planting a Three Sisters Garden at school. In Grade 10, students learn about the creation story as well as , the governance model that Indigenous communities adhere to, and visit many locations across Ontario that bring the rich history of the Indigenous Peoples to life.
In Grade 11, students research Indigenous artists living in Canada and create inspired replicas of their art.
WHAT DOES THIS MEAN FOR RECONCILIATION?
After learning about this partnership and what it looks like in practice in elementary and high school, I can’t help but feel as though this approach is a vital missing piece to education on Indigenous culture and reconciliation on a much larger scale. The gradual introduction of artistic and natural cultural elements in younger grades that build to a well rounded understanding and respect for another group is a beautiful way to communicate their significance in Canada. Introducing the darker historical chapters of Indigenous peoples in Canada is just as important for youth to acknowledge and understand, but how wonderful is it that this partnership allows for an educational opportunity that is not limited to just a history lesson? Approaching those difficult conversations around trauma, abuse, and discrimination with a foundational understanding of Indigenous wisdom, teachings and beauty is a very meaningful method to help youth understand the significance of reconciliation today.
Tara Thornton beautifully explained that through her work with HAWI and Waldorf, she has come to learn that reconciling two groups means building understanding, awareness, and appreciation. In Waldorf education, they strive to build deep understanding within their students at developmentally appropriate ages so that meaningful connections and moments of inspiration spark at the right times in their journeys as individuals. I was inspired and honoured to learn more about this innovative approach to education and reconciliation as I believe it exemplifies the importance for Canada to be as best educated on its past as possible. The collaboration, partnership, and mutual respect that is foundational to HAWI is truly inspiring for all those eager to carry forward education on Indigenous Peoples in Canada and work towards reconciliation.
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