Rooted in Reconciliation: Grade 10 Transcona Collegiate Students Transform Disappointment into Purpose

Sometimes the most meaningful growth comes after disappointment. When Brandi Haider’s grade 10 geography class found out they were not successful in a contest, the students showed that defeat in one area doesn’t mean giving up entirely. Instead, they turned their energy and passion toward planting something positive—quite literally.

“After some discussion, the class decided that they wanted to create an herb garden to support our foods program as well as an Indigenous Medicine Garden,” said Brandi. “The idea was suggested by three students: Kaylynn Seavers, Elle Douglas, and Maddison Lacey. I told them we could try, but I couldn't make any promises. But they took this on and secured funding from several different sources to design and build both gardens from initial conception to planting their own seeds and hauling dirt in 36-degree weather.”

The students showed interest and commitment to learning about Indigenous culture throughout the course, which culminated in the creation of the gardens. Many of them shared that the gardens are an act of reconciliation and hoped that Indigenous youth and community members would feel more welcome at the school.

"The medicine garden is important to me because I live on this land,” said one student. “It is important for me to honor and respect the people who stepped foot on this land before us." 

Elder Wayne Manningway was invited to the school on June 11 to hold a Pipe Ceremony and name the Medicine Garden, an experience that everyone found meaningful.

“We sat in a circle where Elder Manningway shared teachings about the importance of these plants and our responsibility to take care of them,” said Brandi. “He shared with the students about the two gifts they are all given, the heart and the voice. He explained that when you lead with your heart you can't go wrong and that they should use the gift of their voices to speak from their hearts. Then, he lifted his pipe for ceremony.” 

After the ceremony was completed, the class waited patiently for the name of the Medicine Garden to be revealed to the Elder, which fortunately did not take long.

“Where the Spirit Sits” and the herb garden will be cared for by future students in the foods and nutrition program, as well as teachers and students from various courses, thanks to Brandi’s students’ sustainability plan. Kaylynn and Maddison also had the opportunity to share the story of the gardens with grade two and three students at Radisson School.

“This will be your garden when you come to Transcona Collegiate,” one of the girls told the younger students. “You will be able to take care of it.”

Through the project, the students not only demonstrated a willingness and interest in learning about Indigenous culture, but they practiced all the global competencies that are part of Manitoba Education’s Framework for Learning: creativity, citizenship, connection to self, critical thinking, collaboration, and communication.

“What has been most special is how I witnessed students experiencing community,” said Brandi. “From the community they built within their class to connections with the divisional Indigenous Academic Achievement team, Elders and Knowledge Holders who passed along teachings. This is their legacy that will be there for future generations to carry on, so in many ways, this is just the beginning, and I am so happy to see where this leads our school.”

Students from Radisson will be visiting the gardens with an offering of rocks they painted, which will be placed in the garden area, so already the vision for long-term community impact and legacy is coming true.

On a personal and professional level, Brandi found the project profoundly moving.

“It is so much more than a space. It's reconciliation, it's inclusion, it's community. I will be a better educator after this.”