This chapter and auto ethnographic response is a focus on the inclusion of
Indigenous cultural connection and lived experience within systemic and educational practices.
Witnessing, hearing, observing and listening to Truth sharing of lived experience within
Residential Schools, hospitals, Foster Care, jail, poverty, violence and substance use will
be vital sources of direction for identification of trauma-informed practices, harm reduction
initiatives , decolonizing pedagogy and the lessening of stigma for adverse lived experience for
all people. This response will serve as a connector for educators and policy makers and Indigenous and non-Indigenous people to include Indigenous voice within classrooms, programs and systemic processes. It is a personal and education-based response to the Truth and Reconciliation Commission Final Report and Calls to Action as well as the Missing and Murdered Indigenous Women and Girls Inquiry Final Report and the United Nations Declaration on the Rights of Indigenous People.
Michel Blades lives in the city of Edmonton on Treaty 6 designated land belonging to cree, nakota sioux, dene, saulteaux and Metis families. She is a Lead Educator and a provincial Consultant for Indigenous Education initiatives, resources and foundational knowledge. She shares her life within Stoney Nakota Sioux family and is an advocate for bettering practices for children and youth growing up in Government Care and for safe witnessing of expressions of trauma and inter-generational trauma in the lives of Indigenous people.