![\"Video](\"https:\/\/pressbooks.library.torontomu.ca\/accessiblehealthcare\/wp-content\/uploads\/sites\/422\/2025\/01\/noun-video-7467494-300x300.png\")
\r\nMedia Moment<\/strong><\/h3>\r\nTime: 3 minutes, 41 seconds<\/strong>\r\n\r\nWatch the following video here, access it at the link below, or the transcript.\r\n\r\n[embed]https:\/\/www.youtube.com\/embed\/voXySM-knRc[\/embed]\r\n\r\n[h5p id=\"30\"]<\/code><\/a>\r\n\r\nThis is a land acknowledgment for Tkaronto, illustrated by Chief Lady Bird, narrated by Sara Roque, and directed by Selena Mills. If you are engaging from another territory, we invite you to engage with Native Land<\/a> to begin or continue learning about the land you are living on.\r\n\r\n<\/div>\r\nTRC Calls to Action<\/span><\/h2>\r\nIn the Faculty of Community Services, we also work to be responsive to the calls for action of the Truth and Reconciliation Commission (TRC). Call to Action 10 most directly informs our teaching and learning practices as it relates to education in the context of white settler colonialism. Call to Action 10 begins:\r\n\r\n\r\n\u201cWe call on the federal government to draft new Aboriginal education legislation with the full participation and informed consent of Aboriginal peoples,\u201d and outlines seven principles to enact this call.<\/p>\r\n\r\n<\/div>\r\nTake a moment to read Calls to Action 9 and 10 regarding education as well as 18 to 24, which are specifically related to health: Truth and Reconciliation Commission of Canada - NCTR<\/a>.\r\nStarting with Our Stories<\/span><\/h2>\r\nWe invite you to begin your learning journey by being attentive to this relational decolonizing framework as we carry out the work of learning and unlearning. Take time to gain wisdom from the land as well as human and nonhuman life. Question how white settler colonialism has taught us to see only a narrow range of knowledge holders as experts and how it has marginalized and silenced other voices. This course asks us to centre the decentred. This includes the land, nonhuman life, BIPOC (Black, Indigenous, People of Colour) communities, disabled communities (sick\/chronically ill, mad, Deaf and disabled people), queer and trans communities, and people without status.\r\n![\"Question](\"https:\/\/pressbooks.library.torontomu.ca\/accessiblehealthcare\/wp-content\/uploads\/sites\/422\/2025\/01\/noun-question-3407906-300x300.png\")
\r\nReflection Moment<\/strong><\/span><\/h3>\r\n<\/header>\r\n\r\n\r\nReflect on the following questions:<\/strong>\r\n\r\n \t- What stories have you been told about disability experience?<\/li>\r\n \t
- Whose perspectives were centred in these stories?<\/li>\r\n \t
- Whose stories are missing? Whose perspectives are subsumed or hidden?<\/li>\r\n<\/ul>\r\n
[h5p id=\"47\"]<\/code>\r\n\r\n<\/div>\r\n<\/div>\r\nCommunity Perspectives<\/span><\/h2>\r\nNicole Ineese-Nash, in a paper linked in the \u2018Works Cited\u2019 section of this module and available here,<\/a> urges a re-storying of our relationship to land, humans, non-humans and more than humans who are part of the land, from one of ownership and subjugation to one of care, reciprocity, and interdependence.\u00a0 She extends the call to re-story our experience of our place in the world imagining expertise beyond its narrow colonial constraints. The re-framing of disability experience offered in the subsequent modules share Ineese-Nash\u2019s commitments to re-storying and expanding expertise.\r\n\r\nThroughout the modules, readers will find video and audio clips \u2018From the Community\u2019<\/strong>. The community members listed below came forward to share their encounters with the Canadian health care system, offering a glimpse into their impact and suggestions for the future. Please engage with these and consider how these stories from the community may influence your present and future practice.\r\n\r\n[h5p id=\"91\"]<\/code>\r\n\r\n ","rendered":"We acknowledge that the School of Disability Studies, Faculty of Community Services, is on Treaty 13 Territory. This treaty was established between the Mississauga of the Credit River and the British Crown. We are surrounded by Treaty 13A, Treaty 20 (also known as the Williams Treaty), and Treaty 19. We come to you today from Toronto Metropolitan University in the city currently called Toronto, which is in the Dish With One Spoon Treaty Territory. The Dish With One Spoon is a treaty between the Haudenosaunee Confederacy and the Anishinaabek, including allied nations, to peacefully share and protect the resources around the Great Lakes. We acknowledge that we are also on Treaty 13 Territory.<\/p>\n
While those of us who are not Indigenous have arrived as settlers on Indigenous territory in different ways\u2014and we acknowledge that some of our ancestors and elders were forcibly settled on this land, particularly those brought here as a result of the transatlantic slave trade\u2014we recognize that we are all treaty people, and we are grateful to be living and working on this land.<\/p>\n
<\/p>\n![\"Four](\"https:\/\/pressbooks.library.torontomu.ca\/accessiblehealthcare\/wp-content\/uploads\/sites\/422\/2025\/01\/Wampum_Georgina_Ontario-1024x1024.png\")
Wampum belts on display at The Link in Sutton, Ontario. Learn more about Wampum Belts in this resource from Centennial College here<\/a>. The image is licensed under CC BY-SA 4.0.<\/figcaption><\/figure>\n
TRC Calls to Action<\/span><\/h2>\r\nIn the Faculty of Community Services, we also work to be responsive to the calls for action of the Truth and Reconciliation Commission (TRC). Call to Action 10 most directly informs our teaching and learning practices as it relates to education in the context of white settler colonialism. Call to Action 10 begins:\r\n\r\n\r\n\u201cWe call on the federal government to draft new Aboriginal education legislation with the full participation and informed consent of Aboriginal peoples,\u201d and outlines seven principles to enact this call.<\/p>\r\n\r\n<\/div>\r\nTake a moment to read Calls to Action 9 and 10 regarding education as well as 18 to 24, which are specifically related to health: Truth and Reconciliation Commission of Canada - NCTR<\/a>.\r\nStarting with Our Stories<\/span><\/h2>\r\nWe invite you to begin your learning journey by being attentive to this relational decolonizing framework as we carry out the work of learning and unlearning. Take time to gain wisdom from the land as well as human and nonhuman life. Question how white settler colonialism has taught us to see only a narrow range of knowledge holders as experts and how it has marginalized and silenced other voices. This course asks us to centre the decentred. This includes the land, nonhuman life, BIPOC (Black, Indigenous, People of Colour) communities, disabled communities (sick\/chronically ill, mad, Deaf and disabled people), queer and trans communities, and people without status.\r\n\r\nReflection Moment<\/strong><\/span><\/h3>\r\n<\/header>\r\n\r\n\r\nReflect on the following questions:<\/strong>\r\n\r\n \t- What stories have you been told about disability experience?<\/li>\r\n \t
- Whose perspectives were centred in these stories?<\/li>\r\n \t
- Whose stories are missing? Whose perspectives are subsumed or hidden?<\/li>\r\n<\/ul>\r\n
[h5p id=\"47\"]<\/code>\r\n\r\n<\/div>\r\n<\/div>\r\nCommunity Perspectives<\/span><\/h2>\r\nNicole Ineese-Nash, in a paper linked in the \u2018Works Cited\u2019 section of this module and available here,<\/a> urges a re-storying of our relationship to land, humans, non-humans and more than humans who are part of the land, from one of ownership and subjugation to one of care, reciprocity, and interdependence.\u00a0 She extends the call to re-story our experience of our place in the world imagining expertise beyond its narrow colonial constraints. The re-framing of disability experience offered in the subsequent modules share Ineese-Nash\u2019s commitments to re-storying and expanding expertise.\r\n\r\nThroughout the modules, readers will find video and audio clips \u2018From the Community\u2019<\/strong>. The community members listed below came forward to share their encounters with the Canadian health care system, offering a glimpse into their impact and suggestions for the future. Please engage with these and consider how these stories from the community may influence your present and future practice.\r\n\r\n[h5p id=\"91\"]<\/code>\r\n\r\n ","rendered":"We acknowledge that the School of Disability Studies, Faculty of Community Services, is on Treaty 13 Territory. This treaty was established between the Mississauga of the Credit River and the British Crown. We are surrounded by Treaty 13A, Treaty 20 (also known as the Williams Treaty), and Treaty 19. We come to you today from Toronto Metropolitan University in the city currently called Toronto, which is in the Dish With One Spoon Treaty Territory. The Dish With One Spoon is a treaty between the Haudenosaunee Confederacy and the Anishinaabek, including allied nations, to peacefully share and protect the resources around the Great Lakes. We acknowledge that we are also on Treaty 13 Territory.<\/p>\n
While those of us who are not Indigenous have arrived as settlers on Indigenous territory in different ways\u2014and we acknowledge that some of our ancestors and elders were forcibly settled on this land, particularly those brought here as a result of the transatlantic slave trade\u2014we recognize that we are all treaty people, and we are grateful to be living and working on this land.<\/p>\n
<\/p>\nWampum belts on display at The Link in Sutton, Ontario. Learn more about Wampum Belts in this resource from Centennial College here<\/a>. The image is licensed under CC BY-SA 4.0.<\/figcaption><\/figure>\n
\u201cWe call on the federal government to draft new Aboriginal education legislation with the full participation and informed consent of Aboriginal peoples,\u201d and outlines seven principles to enact this call.<\/p>\r\n\r\n<\/div>\r\nTake a moment to read Calls to Action 9 and 10 regarding education as well as 18 to 24, which are specifically related to health: Truth and Reconciliation Commission of Canada - NCTR<\/a>.\r\n We acknowledge that the School of Disability Studies, Faculty of Community Services, is on Treaty 13 Territory. This treaty was established between the Mississauga of the Credit River and the British Crown. We are surrounded by Treaty 13A, Treaty 20 (also known as the Williams Treaty), and Treaty 19. We come to you today from Toronto Metropolitan University in the city currently called Toronto, which is in the Dish With One Spoon Treaty Territory. The Dish With One Spoon is a treaty between the Haudenosaunee Confederacy and the Anishinaabek, including allied nations, to peacefully share and protect the resources around the Great Lakes. We acknowledge that we are also on Treaty 13 Territory.<\/p>\n While those of us who are not Indigenous have arrived as settlers on Indigenous territory in different ways\u2014and we acknowledge that some of our ancestors and elders were forcibly settled on this land, particularly those brought here as a result of the transatlantic slave trade\u2014we recognize that we are all treaty people, and we are grateful to be living and working on this land.<\/p>\n <\/p>\nStarting with Our Stories<\/span><\/h2>\r\nWe invite you to begin your learning journey by being attentive to this relational decolonizing framework as we carry out the work of learning and unlearning. Take time to gain wisdom from the land as well as human and nonhuman life. Question how white settler colonialism has taught us to see only a narrow range of knowledge holders as experts and how it has marginalized and silenced other voices. This course asks us to centre the decentred. This includes the land, nonhuman life, BIPOC (Black, Indigenous, People of Colour) communities, disabled communities (sick\/chronically ill, mad, Deaf and disabled people), queer and trans communities, and people without status.\r\n
\r\nReflection Moment<\/strong><\/span><\/h3>\r\n<\/header>\r\n
\r\n \t
[h5p id=\"47\"]<\/code>\r\n\r\n<\/div>\r\n<\/div>\r\nCommunity Perspectives<\/span><\/h2>\r\nNicole Ineese-Nash, in a paper linked in the \u2018Works Cited\u2019 section of this module and available here,<\/a> urges a re-storying of our relationship to land, humans, non-humans and more than humans who are part of the land, from one of ownership and subjugation to one of care, reciprocity, and interdependence.\u00a0 She extends the call to re-story our experience of our place in the world imagining expertise beyond its narrow colonial constraints. The re-framing of disability experience offered in the subsequent modules share Ineese-Nash\u2019s commitments to re-storying and expanding expertise.\r\n\r\nThroughout the modules, readers will find video and audio clips \u2018From the Community\u2019<\/strong>. The community members listed below came forward to share their encounters with the Canadian health care system, offering a glimpse into their impact and suggestions for the future. Please engage with these and consider how these stories from the community may influence your present and future practice.\r\n\r\n
[h5p id=\"91\"]<\/code>\r\n\r\n ","rendered":"