OUTLOOK - September 30 marks the third time Canadians will observe National Day for Truth and Reconciliation, a day created in response to Action 80 of the report by the Truth and Reconciliation Commission of Canada. For a local educator currently working as a Learning Consultant based in Outlook, it is more than a day. She is pursuing doctoral research she hopes will help rural educators in journeys toward reconciliation.
Growing up in Macrorie as the daughter of two teachers, it seemed natural that Jade Ballek would follow in their footsteps. After graduating from Outlook High School she earned a Bachelor of Arts in English from Augustana College in Alberta and then a degree in Education after returning to Saskatchewan.
Farming and raising three boys with husband Norman made for a busy life as she did some substitute teaching. Taking on a permanent position at Outlook High School yielded a career highlight in that she was able to teach alongside both parents.
After a decade at OHS she joined the Sun West School Division leadership team, obtained a Master’s Degree, and went on to become principal at the Distance Learning Centre in Kenaston and then at Dinsmore Composite School. No matter the role, she has enjoyed all aspects of her 30 plus years in the career. “Even after all these years in education,” she remarked, “I have not lost my love for teaching and learning.”
That desire to keep learning has led her to pursue doctoral studies at the University of Saskatchewan and a research project centered on the critical role of rural school principals in supporting reconciliation leadership.
Meeting with Chief Elijah Harper impactful moment
Ballek said there have been “scattered moments” leading to her own journey with reconciliation, beginning with an opportunity in 2011 to interview Oji-Cree Chief Elijah Harper, provincial and federal politician, who opposed the Meech Lake Accord on the grounds that First Nations had not been consulted or recognized in the constitutional discussion. Ballek remarked, “When we spoke, Chief Harper was working with Indigenous youth across Canada and our conversation served as a springboard for me to want to learn more about the experiences of First Nations and Metis students.”
This inspired a desire to learn more. “Reflecting on my background growing up on a farm in rural Saskatchewan, I recognized I had a lot of gaps in my learning in terms of Indigenous worldviews,” she explained. “I felt very disconnected from current events impacting Indigenous students and families.”
When the Truth and Reconciliation Commission released its final report in 2015, she explored the 94 Calls to Action, wondering what it might mean for her as a teacher, a mother, and a citizen. She began by listening to first-hand accounts of residential school survivors. “Like many Canadians, I knew nothing about residential schools,” she said, “so these stories began to shape my understanding about the lasting impact of inter-generational trauma on Indigenous families. These stories are difficult to hear for many reasons. It is hard to understand that children were treated this way for so long and that these stories were kept secret."
Dealing with Treaty misconceptions
She considered her responsibility in helping to build or rebuild relationships while also reckoning with the legacy of her forefathers in settling and breaking the land for agriculture. “Our family is closely connected to the land, farming the original quarter section that was purchased by the Ballek family in 1904 during settlement,” she explained. “We make a living off the very land that now makes up part of Treaty 6. Not knowing much about treaties at first, I found myself getting defensive when conversations arose around Indigenous issues and land claims. But since I had made a personal commitment to being open to different perspectives, I tried my best to set those feelings aside and focus on listening to understand ‘new’ stories.”
She is now finding she can be proud of the legacy while also recognizing that the historical decisions that opened up land ownership to her ancestors was not available in the same way to Indigenous families. The past cannot be changed, however Ballek says important learning can be undertaken to set a course for the future. “While certainly I am not responsible for the decisions of the past, I accept my responsibility to do my part to change relationships moving forward,” she shared. “If reconciliation is about (re)building relationships with Indigenous peoples, I knew I needed to find a way to overcome the absence of those connections in my own life.”
Developing a network of Indigenous and non-indigenous individuals has given her support and guidance when she is feeling uncertain or hesitant, and this same network has helped her with her fears around talking openly about race and racism, and for that she is thankful.
Building bridges
The other factor that led her to a deeper exploration of reconciliation were the conversations she had with youth in schools and in the community. She is proud of the efforts undertaken in Dinsmore particularly adding a Reconciliation Goal to their School Learning Improvement Plan to help educators stay focused and accountable. Following a commitment to increase personal learning and to bring more Indigenous voice into the classroom, a dog-sled team as well as a Moose Hide Camp were events that furthered these goals as they allowed students to learn traditional ways of life from Indigenous people. “I believe experiences that bring Indigenous and non-Indigenous people together serve as a bridge to begin to build relationships,” she explained.
As we approach the date noted for Truth and Reconciliation, Jade says there are ways to not just show support on the day, but to continue learning throughout the year. “Reconciliation is not aone-time event,” she remarked. She invites people to learn the truth and listen to the stories of residential school survivors and their families, to buy an orange shirt to show visible support, and to attend cultural events such as pow wows to celebrate the rich diversity of Indigenous culture.
She also encourages learning more about the history of Treaty 6 because that can help dispel misconceptions around treaty rights. “The road to reconciliation is not an easy one,” Jade acknowledges, noting that the learning can be unsettling and emotional. But it is necessary. “Thinking about the ways our actions can serve to respectfully deepen relationships with Indigenous history, culture, and people, I believe is essential to healing broken relationships.”
Youth eager to be the change
The dedicated educator is hopeful her research will help rural school leaders bring acts of reconciliation to their school and communities. Something that encourages her are the conversations she has had with youth who want to be proactive in the process. “Many youth are ready to address both individual and institutional racism head-on,” she stated. “They don’t want to wait for change to happen; they want to be the change.”
Jade is optimistic that positive transformation can happen. “As an educator, and now a grandmother, I envision a future for the next generations where we can truly step forward together. I look forward to seeing the acts of reconciliation that are taken by the people in this area and welcome the conversations. Regardless of where one is on the reconciliation journey, by walking together, I know we can create powerful change.”
