When I first learned about the history of residential schools and how the children had been severed from their communities, language, and culture, I felt a kind of kinship with the Indigenous peoples. Growing up in colonial Hong Kong, I understand, to a certain degree, what it is like to not feel a sense of belonging or to have to speak and excel in a language other than my own. Of course, none of my colonial experience could compare to the abuses and cultural genocide that Indigenous peoples have endured. 

I have recently had the privilege of working with some pedagogical consultants in the ᓄᓇᕕᒃ Nunavik to explore teaching and learning in a context involving multiple languages. As an external consultant, I treaded with much reverence and care, keeping my eyes, ears, and heart open to voices and silences and to alternative perspectives and worldviews. As McGrath (2018) reminds us, “knowledge is relational and therefore knowledge renewal is relationship renewal” (p. 313). Relationship is not only with people but also land to see how selves are intertwined with and constituting each other as well as knowledge.