Resurgence: Engaging with Indigenous narratives and cultural expressions in and beyond the classroom

For years in Indigenous education, we have spent time, effort, and energy teaching non-Indigenous teachers to be Indigenous. However, teaching only our cosmologies, spiritualities, and histories is insufficient to prepare teachers for the real world. Educators need pragmatic approaches to implement and move from the abstract to the concrete regarding teacher tools. To actualize the Calls to Action of the Truth and Reconciliation Commission of Canada (TRC, 2015), we need educators who are empowered to actualize mandated curriculum, able to effortlessly bring in tools to assist, and connected enough to bring in the experts. Editors M'lot and Ferguson (2022) have created a journey for educators that allows each, regardless of their previous knowledge of Indigenous content, to implement Indigenous education into their classroom successfully. Resurgence is a tool free of fear of making a mistake, often cited as one of the reasons educators shy away from integrating Indigenous knowledge, culture, and histories into their classrooms (Dion, 2007; Restoule & Nardozi, 2019). Resurgence moves toward a model that accepts that teachers need pragmatic tools to move forward. M'lot and Ferguson (2022) aim to support the Calls to Action (TRC, 2015), framing the collection to assist in actualizing Calls 62 (i) and 63 (i, ii, iii, iv) (TRC, 2015, p. 7). Call 62 asks educators, along with governments, to make age-appropriate curriculum on residential schools, Treaties, and Indigenous contemporary contributions to Canada. Call 63 is a call to develop and implement kindergarten to Grade history while building students' understanding of the experience of others (TRC, 2015). In doing so, the editors have supported individual educators to support the Calls to Action in their classrooms. Senator ation" (Watters, 2015, para. 17). The editors have taken up this message and are committed to helping