TRENT UNIVERSITY
Indigenous Studies Students Reimagine Commemorative Plaques from Towns in Ontario

In collaboration with Ontario Heritage Trust (the Trust), students in Trent's first-year Indigenous Studies course, Foundation for Reconciliation, recreated historical plaques displayed in towns across Ontario, presenting "Indigenized" versions that enhance the presence and representation of Indigenous history, contributions and perspectives.  

Initiated by professors in the Chanie Wenjack School of Indigenous Studies, Jackson Pind, Phil Abbott and Jack Hoggarth, this project builds off the longstanding "Homeland" assignment created in the 90s by the School's former director David Newhouse. 

"Historical plaques can be found in communities across Ontario, many of which provide an exclusionary or narrow view of the site's past," said Professor Abbott. "This project encourages students to question dominant narratives told in their home territory, explore the Indigenous history and contemporary understanding of where they are from, and write a new plaque text to highlight Indigenous agency, advocacy, resistance, and/or resurgence." 

The course is part of Trent's Indigenous Course Requirement (ICR), established in 2018 to encourage students to foster a deeper understanding and appreciation of Indigenous peoples' contributions to Canada and the world, while also critiquing the historical and ongoing impacts of settler colonization. Trent is only the third university in Canada to introduce an ICR. 

The Expanding the Stories We Tell assignment captures Trent's ICR vision and purpose in a meaningful way and offers an innovative model for engaging with history that is both inclusive and responsive. 

An agency of the Ministry of Citizenship and Multiculturalism, the Trust oversees the Ontario Provincial Plaque program and is collaborating with Prof. Pind and Prof. Abbott on research about the students' projects. The Trust's youth engagement strategy is supported by Canada Life. The research is helping identify common themes and ideas from the student submissions to help inform the Trust's work on the Plaque program and inclusive heritage commemoration.  

"The Ontario Heritage Trust welcomes the thoughtful proposals shared by this outstanding group of students," said Helen Chimirri-Russell, chief executive officer. "The Trust's Provincial Plaques are symbols of Ontario's collective memory, and they contribute to shaping public understanding of the past. This work supports the development of the next generation of history and heritage practitioners, whose bold and imaginative insights will help us to continue to explore the complexities of whose voices are left out when we bring stories to life." 

Showcased at Trent University on December 2 at an event titled Indaanikesidoonaa indaadibaajimowinan: Expanding the Stories We Tell, the plaques spurred meaningful dialogue between students, faculty and the Trust representatives about the commemoration of Indigenous stories, lands, and cultures across the province. In listening to conversations around the room, themes of relationality, community, optimism, and discovery emerged as key undercurrents. 

"The collaboration with Ontario Heritage Trust signifies a critical step towards rectifying the marginalization and misrepresentation of Indigenous narratives within Ontario's public memory," said Prof. Pind. "Together, we're showing a new generation of students how they can be a part of this new history."  

Devon Jacobs (Gzowski College), first-year Indigenous Studies student from Curve Lake First Nation, commended everyone involved for the care and effort put into the project; including the members of his home community that helped inspire and guide his project titled, Treaty 20: A Partnership at the Foot of the Rapids. 

"This project has been exciting, engaging, and informative," said Devon. "It got us out of the classroom and exploring things outside of our familiarity, and because it's close to home it's all that more meaningful."