Land Acknowledgment
We are grateful to gather on the land of the First Peoples of Turtle Island, land that is steeped in rich Indigenous history. It is the traditional territory of the Anishinaabe, Haudenosaunee, Wendat, and Mississauga Nations. Through listening and learning we honour the knowledge keepers of the land who remind us of the ongoing histories that precede us. This land continues to be shared between the Anishinaabe Peoples of Beausoleil First Nation, Chippewas of Rama First Nation, and Chippewas of Georgina Island First Nation, and is located in Region 7 of the Métis Nation of Ontario. This land is covered by the 1923 Williams Treaties, and Treaty 18 of 1818–also known as the Lake Simcoe-Nottawasaga Treaty.
The Library recognizes the forced sacrifices that are the foundation of Canadian society and the cultural injustices created by settler-colonial systems, which are still in place today. We are committed to honouring Indigenous history and culture and are invested in moving forward in the spirit of reconciliation and respect with all First Nations, Métis and Inuit. This means addressing the 94 calls to action of the Truth and Reconciliation Commission through education, creating space for dialogue, and amplifying Indigenous voices in our programming and collections.
Terms and Pronunciations
Turtle Island: Refers to the continent of North America
Anishinaabe: Ah-ni-shin-aw-beh
Haudenosaunee: Hode-en-o-show-nee
Wendat: Wawn-dat
Beausoleil: Bow-sow-lay
Chippewas: Chi-puh-waa
Métis: May-tee
Inuit: I-nyoo-uht
Pronunciation Guide
Anishinaabe: Ah-ni-shin-aw-beh
Our Commitment
The Innisfil ideaLAB & Library is committed to the process of reconciliation with Indigenous communities, as outlined in the Truth and Reconciliation Commission Report.
Free Library Membership for Indigenous Peoples
In our commitment towards Truth & Reconciliation, we are excited to announce that we offer free library cards to all Indigenous, Métis, and Inuit people living in Ontario. This includes access to physical materials, safe spaces, and our digital collections. Learn more about getting a library card.
June is National Indigenous History Month
Indigenous Book Lists
The Library has curated booklists to highlight the remarkable works of Indigenous authors. These collections encompass a wide range of genres and perspectives, and provide an opportunity for readers to explore and appreciate the diverse experiences and voices within Indigenous communities. Click on the links below for our staff-curated book list for children and adults.
Seven Feathers Collaborative Art Project
The Seven Feathers Community Art Project is an initiative by the Innisfil ideaLAB & Library. It invites residents of all ages to participate in colouring paper feathers, each representing one of the seven guiding principles: Love, Respect, Courage, Honesty, Humility, Truth, and Wisdom. Once coloured, these feathers will be assembled into large rainbow wings, symbolizing unity and community spirit.
The feathers were designed by April Paul, based on the Seven Sacred Teachings originating from the Seven Grandfather Teachings from the Anishinaabe people, which have been adopted by many (but not all) First Nation, Métis and Inuit Peoples. The teachings focus on the relationships we have with all of creation and offer ways on how people should treat others. The Seven Teachings include love, respect, honesty, courage/bravery, truth, wisdom and humility and each teaching is represented by an animal. Each animal helps teach us how we can live our lives respecting animals, people, and the environment – every living thing. It should be noted that these teachings may differ slightly between groups of cultures.
It was told by Gwen Bear (Teacher) that each tribe represented the animals as the teachings that had the story behind them and what they learned. Each has a story.
About the Artist
April Paul – I AM RED!
April Paul is a renowned Maliseet/Cree Native Indigenous artist hailing from New Brunswick, who has called Innisfil home these past four years. Passionate about sharing her cultural heritage, she dedicated herself to teaching Native art in the school system before obtaining her degree in Fine Arts at St. Thomas University. April Paul’s artistic accomplishments span various mediums, including beadwork, design and development, and paintings showcased in esteemed venues such as the New Brunswick Provincial Capital Commission, Moonshine Cafe in Tofield, Alberta, and the St. Mary’s
The wings will be showcased at the 10th annual MakerFEST event on Saturday, September 14, where attendees can take photos and share them on social media. It’s a wonderful way to engage the community in creative expression while honoring Indigenous values.
A National Crime: The Residential School Experience in Canada
During the summer of 2024, the Library exhibition A National Crime: The Residential School Experience in Canada. This exhibition explores the creation of the Residential School System, the experiences of the students, its impacts and traumas, and Indigenous-led political action, healing, and efforts towards Reconciliation. The Legacy of Hope Foundation is dedicated to educating and creating awareness about the Residential School System, visit www.legacyofhope.ca
What is a Land Acknowledgment?
Land acknowledgments are rooted in Indigenous worldviews and protocol. Indigenous peoples have traditionally recognized and honoured their relationships to land and territory at the beginning of ceremonies and gatherings through verbal statements, dancing, smudging ceremonies, sacred fires, cultural regalia, art, etc.
Formal land acknowledgement statements are used to recognize the presence and resilience of the Indigenous peoples who were the first to care for this land and call it home.
When and Where Do We Make the Acknowledgment?
The land acknowledgment statement is used at the beginning of public meetings, special events, celebrations, meetings with dignitaries, and other significant community events/gatherings, as appropriate. The statement may be spoken, printed, or projected, and is posted on the Innisfil ideaLAB & Library’s websites.
Why Adopt a Land Acknowledgment?
In 2015, the Truth and Reconciliation Commission of Canada formally called on the federal government to reaffirm the nation-to-nation relationship with Indigenous peoples “based on the principles of mutual recognition, mutual respect and shared responsibility of maintaining those relationships into the future” (TRC Call to Action 45).
Adopting and practicing a land acknowledgment is a small but important step the Library can take in rebuilding relationships between Indigenous and non-Indigenous peoples in Canada and honouring the original agreement to live in peace, friendship, non-interference, and respect. Dedicating time to reflect on the truth about Canada’s colonial history and how to contribute to reconciliation offers a regular reminder that we are all accountable to these relationships as Treaty people.
How was Innisfil’s Land Acknowledgment Developed?
In January 2021, the Library Board formed a Land Acknowledgment Statement Committee to update the land acknowledgment statement adopted in 2017. The Committee included Library Board Members, a Town of Innisfil Council Member, and local First Nations representative, Jeff Monague.
The new statement was adopted in June 2021 and used for the first time during the 2021 National Indigenous History Month event.
In 2023, the Library’s EDI committee, along with the Board’s Truth & Reconciliation committee began the process of revising and updating the Land Acknowledgement statement. The new Land Acknowledgement includes the Treaties that this land is covered by, along with more inclusive language incorporating all Indigenous Peoples whose land the Library rests on. We reconfirm our commitment to the 94 calls to action, and inclusiveness in our programming and collections. The new Land Acknowledgement was finalized and presented in June 2024.
Collections
TRC Recommendation #62: We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to: Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal people’s historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students.
TRC Recommendation #69: We call upon Library and Archives Canada to:
- Ensure that its record holdings related to residential schools are accessible to the public.
- Commit more resources to its public education materials and programming on residential schools.
Demonstrated Action:
- Innisfil ideaLAB & Library branches provide students, educators, and residents of all ages with access to information related to residential schools, Indigenous history and culture, and truth and reconciliation.
- Staff are completing a diversity audit of Innisfil ideaLAB & Library collections to ensure that subject matter is inclusive of all topics, cultures, and worldviews. This project will help the Library determine subject areas of improvement (including Indigenous culture and history), in addition to identifying illicit bias in the selection process.
Programs and Events
TRC Recommendation #57: We call upon federal, provincial, territorial, and municipal governments to provide education to public servants on the history of Aboriginal peoples, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations. This will require skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism.
TRC Recommendation #69: We call upon Library and Archives Canada to:
- Ensure that its record holdings related to residential schools are accessible to the public.
- Commit more resources to its public education materials and programming on residential schools.
Demonstrated Action:
- We offer free events and programs that highlight Indigenous culture and provide opportunities for our community to listen, learn, and engage in critical dialogue surrounding truth and reconciliation. See what’s on at the Library.
- We maintain a resource list to make information about Indigenous culture, residential schools and reconciliation more accessible.
- Our staff and Board members participate in training related to the history and impacts of residential schools, de-colonizing library collections, cultural competency, anti-oppression, and human rights.
Supports
In May 2021, the remains of 215 Indigenous children were uncovered from unmarked graves outside the former Kamloops Indian Residential School. Since then, the remains of hundreds of Indigenous children have been recovered at Canada’s so-called ‘Indian Residential Schools’ with thousands more expected to be found.
Indian Residential Schools were government-funded and largely run by churches. They were designed to assimilate Indigenous children by destroying Indigenous cultures and languages. The last Indian Residential School closed in 1996.
The discrimination, deprivation, and abuse Indigenous children and families experienced in the residential school system have been labelled as cultural genocide by the Truth and Reconciliation Commission of Canada.
The Innisfil ideaLAB & Library stands in solidarity with the survivors, their families, and the communities who are mourning, grieving, and healing.
You are not alone, support is available:
Indian Residential School 24/7 Crisis Line for Survivors and Families: Call 1-866-925-4419
Indian Residential School Survivor Society Support Line: Call 1-800-721-0066
Hope for Wellness 24/7 Help Line: Call 1-855-242-3310, Live Chat Available
Talk4Healing 24/7 Helpline for Indigenous Women: Call or text 1-855-554-HEAL (4325), Live Chat Available
Kids Help Phone: Call 1-800-668-6868, text 686868, or Live Chat – Connect with an Indigenous volunteer crisis responder by texting FIRST NATIONS, INUIT or METIS
Indigenous Resource List
We have curated a list of resources to help you on your learning journey. If you have recommendations for resources that should be added to the collection, please call 705-431-7410, submit online, or visit staff at one of our branches to start the conversation.
Orange Shirt Day
September 30
Phyllis Webstad is Northern Secwpemc (Shuswap) from the Stswecem’c Xgat’tem First Nation (Canoe Creek Indian Band). She comes from mixed Secwepemc and Irish/French heritage, was born in Dog Creek, and lives in Williams Lake, BC.
She is the Founder and Ambassador of the Orange Shirt Society, and tours the country telling her story and raising awareness about the impacts of the residential school system. She has now published two books, the “Orange Shirt Story” and “Phyllis’s Orange Shirt” for younger children.
Downie Wenjack Fund
The Gord Downie & Chanie Wenjack Fund is part of Gord Downie’s legacy and embodies his commitment, and that of his family, to improving lives of First Peoples in Canada.
The Secret Path
Woodland Cultural Centre
Brantford, ON
The Mohawk Institute Indian Residential School operated in Brantford, Ontario from 1828 to 1970. It served as a boarding school for First Nations children from Six Nations, as well as other communities throughout Ontario and Quebec. It served as a key tool in the effort to assimilate First Nations children into European Christian society, and sever the continuity of culture from parent to child.
After closing in 1970, it reopened in 1972 as the Woodland Cultural Centre, a non-profit
organization that serves to preserve and promote First Nations culture and heritage.
Barrie Native Friendship Centre
The vision of the Barrie Native Friendship Centre is to improve the quality of life for all Indigenous / Métis people in the area, regardless of legal definition by providing a gathering place which promotes unity and wholistic healing within the community at large.
A Legacy of Hope Foundation
The Legacy of Hope Foundation (LHF) is a national, Indigenous-led, charitable organization that has been working to promote healing and Reconciliation in Canada for more than 19 years. The LHF’s goal is to educate and raise awareness about the history and existing intergenerational impacts of the Residential School System (RSS) and subsequent Sixties Scoop (SS) on Indigenous (First Nations, Inuit, and Métis) Survivors, their descendants, and their communities to promote healing and Reconciliation.
Program Suggestion
If you have a program suggestion or are interested in working with us, please call 705-431-7410, submit online, or visit staff at one of our branches to start the conversation.