Michelle Finley*

The difficult work of exploring positionality as a critical first step in reconciliation formed an integral part of Michelle’s learning around reconciliation. As a Métis educator who is exploring her cultural roots, Michelle has often felt that others made unquestioned assumptions about her identity and positionality. Her engagement with an Indigenous grassroots critical service-learning partner created space for a mutual sharing of what being Métis meant to those involved in the project. This exploration in a safe space allowed for a renewed sense of identity and lessoned the feelings of insecurity and shame previously felt. Today, she is far more comfortable and secure in identifying as an Indigenous person and member of the Indigenous community.

Michelle Finley*