given the circumstances, out of an engagement process that
brought Gordon Shawanda and several university students to-­
gether over an academic year. Gordon was invited to attend my
Aboriginal Spirituality class at the University of Toronto in Sep-­
tember 2009. He liked being there so much that he came each
week, sitting through lectures, reading the materials, and partici-­
pating with unerring grace in the many discussions over the en-­
tire year. We were all touched by his presence, his quiet dignity,
and his deep interest in our academic learning and sharing expe-­
rience. Gordon embodies what modern education is trying to get
right, the bringing together of theory and practice, and the unveil-­
ing of the kind of humanity that can bring Indigenous Knowledge
alive for all young people everywhere. Gordon was inspired by
their enthusiastic receiving of his words to write down his story.
................................................................................................................................-­
ing he has experienced over his adulthood. I am honoured and
humbled to (gently) edit this work for publication. This is a story
that comes directly from the heart and soul of one man, but is
the lived experience of many of our people who attended Indian
Residential Schools in Canada.It is organized