Truth and Reconciliation Through Education Stories of Decolonizing Practices (2023), by Yvonne Poitras Pratt & Sulyn Bodnaresko

It is a precarious time to review the work on truth and reconciliation in Canada, considering that in 2023, the country did not complete any of the 94 Calls to Action (Jewell & Mosby, 2023).Since 2015, only 13 have been completed, showing a refusal to listen to the survivors of Canada's residential schools (Jewell & Mosby, 2023).Within this context, it's unsurprising that many Indigenous People believe the concept of reconciliation in this country is dead (Murphy, 2020).However, the concepts of Truth and Reconciliation has been widely adopted by education researchers and has become a staple of the discourse surrounding the role of Indigenous education in Canada.Published in mid-2023, Truth and Reconciliation through Education: Stories of Decolonizing Practices, edited by Yvonne Poitras Pratt and Sulyn Bodnaresko, emerged from a master's certificate program in Indigenous education at the University of Calgary.The book specifically focuses on adult learners, some of whom are exploring the concepts of truth and reconciliation for the first time.The book is structured into two main sections: the first delves into program development and foundational concepts, while the second provides personal narratives from both Indigenous and non-Indigenous educators.These narratives discuss their proactive roles in responding to the Truth and Reconciliation Commission of Canada's (TRC) Calls to Action, offering both inspiration and insights for educational efforts nationwide.In total, the editors compile 23 essays from contributors who blend theory with practice, sharing their stories from program creation to effective personal narratives of reconciliation efforts.The text serves as a guide and inspiration for incorporating reconciliation into education, aimed at educators, students, and anyone interested in how education can facilitate reconciliation.The most powerful section of the book is the introduction, which proposes a metaphor of tobacco that is used as a framework throughout the book.This model is based on the relationship between one of the editors (Yvonne Poitras Pratt) and an Elder named kehteya Betty Letendre kichi acâhkos iskwew-Sacred Star Woman, who helped guide the development of the education program.The book begins with a teaching about tobacco from Elder Betty, as she is referred to, a story about reciprocity, and Yvonne gifting tobacco seeds to Betty to begin this process.In this way, the sacred tobacco plant becomes "more than a gift we give in ceremony; it has also become a metaphor through which we understand the program itself" (p.4).This metaphor not only enriches the book's content but also serves as a model for other programs, illustrating the power of Indigenous cultural practices in fostering understanding and connection for a wide range of students.This relationship and explanation of the program by several faculty members at the University of Calgary round out the first section of the book.