On the same land where students now await test scores and celebrate homecoming, the Indigenous communities of the Dakota as well as the Ojibwe once lived. These Indigenous peoples thrived off of the land before it was forcefully usurped by European settlers, resulting in the displacement of these Native nations from their ancestral homes.

A well-written, respectful Land Acknowledgment serves as a formal statement recognizing Indigenous communities as the original proprietors of the land and their continued relationship with the territories. Beginning in Canada during the 1970s, Land Acknowledgments have spread worldwide, often shared aloud before events and created for schools to implement in their classes.

Based on the reality that one paragraph cannot be tasked to solve a 248-year-long conflict, many have taken the stance that Land Acknowledgments only fulfill a performative obligation. Contrary to the notion that Land Acknowledgments are merely a formality, they help the audience understand the origins of the land, which, in turn, generates steps toward meaningful change.

One positive outcome of this change involves educating students about the retribution of land, an important aspect of Indigenous history.

While the Land Acknowledgment will not prompt an immediate fix to the land usurped from Indigenous communities, it serves as a beginning first step.

Without the proper knowledge of how the land students live on came to be, change can’t happen. By acknowledging the original owners of the land, students can begin to question the long-term effects of settler colonialism and its impact on Indigenous peoples.

Furthermore, listening to a Land Acknowledgment can make an audience more likely to recognize their responsibility in advocating for tangible change. Human reflection prompted by a thoughtful Land Acknowledgment can lead to further education on the topic, participating in reparative actions, supporting Indigenous rights, and collaborating with communities to restore Indigenous land.

Land Acknowledgments do not only serve the purpose of eventual land retribution but also acknowledge that Indigenous communities are still prevalent. Indigenous people and practices are mainly taught in history classes.
Consequently, some students associate Indigeneity with the past. Thus, a Land Acknowledgment can serve as a reminder of these communities’ ongoing presence and contribution.

However, not all Land Acknowledgments can yield benefits for their audience. There are pitfalls in creating meaningful Land Acknowledgments. Many miss the mark in conveying that the land was stolen and do not address who was at fault.

Acknowledgments should be vetted and have a comprehensive process and partnership with Indigenous voices. For example, the SPA Intercultural Working Group in the lower school designed a Land Acknowledgment and took the initiative to incorporate an Indigenous perspective. From that conversation, it became clear that further revisions were required.

Land Acknowledgments alone are not enough; they require meaningful action from students. Activism would include actively learning about Indigenous history, advocating for Indigenous representation in our curriculum beyond history courses, supporting Indigenous led-initiatives and businesses, and building partnerships that uplift Indigenous voices.
This is only the beginning of learning more about what individuals can do. The Intercultural Working Group has taken an essential step in incorporating Indigenous voices, but the effect of a Land Acknowledgment depends on our student body.

It’s now up to us, with or without guidance from the administration, to decide: will we amplify Indigenous voices and take tangible steps toward reconciliation, or let a future acknowledgment remain empty words?