Student Projects Grants: Sociology undergrad presents on education and reconciliation in

“Once my eligibility was confirmed, I submitted an application outlining the symposium’s relevance, my research goals, and a detailed budget. The process was smooth and well‐supported, and the grant ultimately made the trip feasible.”

Abby’s paper, “Truth before Reconciliation: Unpacking Statements of Ontario School Boards,” critically examines how six publicly funded school boards in Ontario frame their statements on the National Day of Truth and Reconciliation. 

“Employing a summative content analysis and critical settler colonial theory, this research examines how these statements frame reconciliation, assessing whether they engage in genuine accountability or perpetuate superficial, symbolic commitments,” Abby shared. “The study highlights how educational institutions obscure the role of government and schooling systems in shaping historical memory, policy decisions, and institutional commitments to truth and justice. In doing so, the patterns found in these statements reveal how educational institutions can challenge or fortify settler colonialism’s ongoing legacy.”

For Abby, listening to other presenters was a theoretically generative experience that helped inform her understanding. “The discussions that took place reminded me that methodological creativity and community collaboration are vital to social‐justice research and broadened my perspective on Indigenous‐settler relations.” 

Throughout the symposium, Abby also engaged in valuable networking with peers who shared similar ideas or novel insights: “Informal conversations over lunch linked TMU’s reconciliation initiatives with projects underway at other universities,” she reflected. “We exchanged ideas on land‐based learning, curriculum audits, and policy advocacy, and several colleagues expressed interest in a cross‐provincial comparison of school‐board statements. Presenting my work in this environment positioned TMU as an institution whose students contribute actively to national reconciliation dialogues and strengthened inter‐university networks devoted to equity in education.”