Pictured above, from left to right: Leanne Taylor, Associate Professor of Educational Studies and Chair of the Equity and Social Justice Committee in Brock’s Faculty of Education; Lorrie Gallant, storyteller, artist and educator in Brock’s Indigenous Educational Studies programs; Baby Rosie (Lorrie’s granddaughter); Dawn Hill, teacher, mother, grandmother, sister, volunteer; Sherri Vansickle, Assistant Professor in Brock’s Indigenous Educational Studies programs.
The following was written by Leanne Taylor, Associate Professor and Chair, Faculty of Education Equity and Social Justice Committee
On September 23, 2024, the Equity and Social Justice Committee (ESJC) and the Indigenous Educational Studies programs in the Faculty of Education hosted an event to commemorate the National Day of Truth and Reconciliation. Held at the Goodman School of Business Atrium, the event featured a book reading and speaker session of The Day I Became Number 54. The gathering brought together more than 80 faculty, students, staff, and community members.
The event spotlighted author and illustrator Lorrie Gallant, who read from her book, followed by an impactful talk from Dawn Hill, whose experiences in the residential school system inspired the book. Dawn, a Turtle Clan member of the Mohawk Nation and active board member at various organizations including the Survivors Secretariat, shared poignant insights from her 11 years in the residential school system and offered guidance for reflection and future actions. Lorrie Gallant, Haudenosaunee of the Cayuga Nation and a part-time instructor in the Indigenous Education Program, also shared her perspectives as a storyteller, artist, and educator.
This gathering served as a unique platform for reflection on the vital role educators play in advancing knowledge about the legacy of residential schools. The event encouraged personal awareness and self-directed education on the complex histories and ongoing challenges faced by Indigenous Peoples, highlighting the need for these efforts to extend beyond September and become a year-round commitment in our teaching and community engagement practices.
The event concluded with an engaging Q&A session where Dawn Hill further elaborated on her experiences, providing attendees with deeper understanding and actionable insights. The session ended on a communal note with a blanket draw, courtesy of the Hadiya’dagénhahs First Nations, Métis and Inuit Student Centre, symbolizing warmth and unity.
This book focuses on the traumatic experiences within and through music that individuals and collectives face, while considering ways in which they (re)engage with their traumas in educational settings. The chapters delve into the physical, psychological, philosophical, sociological, and political aspects, as they relate to the reciprocal influences of trauma on musical practices and education. Readers are immersed in topics related to societal violence, physical injuries, grief, separation, loss, death, and ways of working through these in educational and artistic situations. In the introductory chapter, the co-editors draw attention to theoretical matters related to trauma through narrative inquiry in music education. The first section of the book, Separation Revisited, brings together notions of separation, focusing on how loss is emotionally and physically manifested when death, grief, and bodily injury are experienced. In the second section, (Re)Engaging with Lost and Found, readers are encouraged to imagine new possibilities considering trauma and loss in educational and musical spaces. These pieces offer deliberate ruminations moving the discourse toward (re)engagement in and through music education and artistic contexts. The co-editors conclude the book by drawing attention to narrative inquiry’s double-edged nature in stories of trauma and how the retelling of lost and found narratives offers a way to imagine lives otherwise—lives not smothered by grief and horror—through the conceivable reliving of unfathomable stories of experience. This book emerges from the 7th International Conference on Narrative Inquiry in Music Education (NIME7), October 2020, co-hosted by Brock University, Faculty of Education and the University of Toronto, Faculty of Music, Ontario, Canada.
