There is a persistent gap in graduation rates and other measures of success for Aboriginal learners compared to nonAboriginal peers. This gap reveals a systemic failure to address what BC’s Auditor General called “the racism of low expectations.” This speaks to the need to ensure that teachers across BC have ongoing opportunities for in-service and professional development about the intergenerational effects of residential schools, and strategies to incorporate Aboriginal content from Kû12. In partnership with others, the BCTF is doing its part, while also calling for greater support and coordination by the provincial government. This also speaks to the need to have more resources like this one available to teachers and students. The compelling story of Gladys Chapman’s short life and tragic death is one that will resonate in classrooms throughout our province. As our students forge heartfelt personal connections to Gladys, that’s when the deep learning takes place and we can move together to a place of empathy and reconciliation.

Electronic reproduction.

A Message from the President—Education for Reconciliation -- Timeline of Colonialism in Canada -- Lesson 1: Meet Gladys -- Lesson 2: Life for Gladys in Spuzzum -- Lesson 3: More on Gladys’ Way of Life -- Lesson 4: Nlaka’pamux Blanket Exercise -- Lesson 5: Gladys and Residential School -- Lesson 6: Life at Residential School -- Lesson 7: Exploring Traditional Approaches to Education -- Lesson 8: The National Crime of Indian Residential Schools -- Lesson 9: Resistance, Resilience and Reconciliation: the Rest of the Story -- Lesson 10: Back to the Original Question.