their curriculums. These actions help develop a deeper
understanding not just for the student learners, but also
for the teaching staff and wider Canadian culture.
Regarding the day itself, Hillaby believes that
it is important to see September 30 as a means to
educate and not just as another day off. As a result,
her suggestions for personal education are both salient
and accessible. She begins by suggesting that people
understand the effects traumatic experiences can
have; thereafter, she suggests people connect how
residential schools impacted the children who attended,
their families and their communities. She also
points out that the legacy of residential
schools continues through the
overrepresentation of Indigenous
people in the criminal justice
system and the child welfare
system. Still, further, she
implores people to respect
survivors who want to
share their stories
and discourages
insensitivity when
talking about
residential schools.
Hillaby also
outlines some
key aspects of
allyship that
youth can
incorporate
into their own
lives. First
amongst them
is a recognition
of the
misinformation
that has
plagued previous
generations;
Hillaby points out
that when these
ideas are passed on
to children, it can instill
biases that must be
challenged as people learn
more. To challenge these
biases, she sees it as paramount
to learn about unceded land, land
rights and Indigenous self-governance
and self-determination. Also, there are
Indigenous-made films located in the National
Film Boards’ online collection to use as educational

Illustration by Athena Little

resources. These considerations will help youth
recognize the diverse Indigenous cultures and histories
of Canada.

When asked about Indigenous resources, Hillaby
pointed to three key organizations. The first was
the Fraser Region Aboriginal Friendship Center
which supports activities that promote the health and
well-being of Aboriginal People; its aims including
assisting the resurgence of Aboriginal culture, language
and teachings. The second is the Spirit of the Children
Society; a non-profit that empowers and strengthens
Indigenous families by providing support and resources
to those in need. She explains that the programs
offered by the Society are for all age groups and include
homelessness prevention. Lastly, she refers to the Urban
Native Youth Association which provides support and
help towards Indigenous youth empowerment.

As for resources specifically geared towards students,
Hillaby points to the many free resources that can be
found online. Chief among them is the UN Declaration
on the Rights of Indigenous Peoples (UNDRIP), which
contains 46 articles declaring the rights and protections
afforded to indigenous peoples. She also points to the
National Centre for Truth and Reconciliation website
as a place to further educate oneself about the history
that has led to this moment. On a lighter note, there
are resources for indigenous-led tourist opportunities
here in BC as well as a free online course entitled
“Indigenous Canada” created and provided by the
University of Alberta.

Finally, she describes the benefits provided by the
Douglas College Indigenous Centre: “I have found
Indigenous Student Services to be a place for Indigenous
students to connect with each other, allies, and [other]
people interested in learning about Indigenous culture.”
Important aspects of the centre include beading
workshops, harvesting, community lunches, and visits
with local elders. The centre also provides study space,
computer access, peer support, and one-on-one support
services provided by school staff. Hillaby states that
“Personally, my favourite aspect of the space is the sense
of friendship and community with the other students.”

Indigenous Student Services rooms are located in
both the New Westminister campus and the David Lam
Coquitlam campus. The New Westminister office is
located in room $4830 on the traditional territory of the
QayQayt (alternatively, Qigayt, pronounced ‘Kee-Kite’)
peoples. The Coquitlam office is in room B3131 and is
located in the Kwikwetlem peoples’ traditional territory.