Quick answer: The right Truth and Reconciliation workshop depends on what participants need to learn or do, the facilitator’s authority and experience, the time available, the setting, and the support plan. Powwow Times can help organizations explore facilitated discussions, talking-circle formats where appropriate, beading and feather-making workshops, tipi raising and teachings, and other Indigenous-led learning. A KAIROS Blanket Exercise has separate facilitator and partnership requirements and should only be advertised by its correct name when those requirements are met.
Content note: Learning about residential schools and colonial policies can be difficult. In Canada, the National Indian Residential School Crisis Line provides 24-hour support at 1-866-925-4419.
For workplaces, public agencies, schools, colleges, universities, museums and community organizations, a workshop can create room for participation and reflection that a keynote alone may not provide. That does not make every hands-on activity a workshop, or every circle of chairs a talking circle. Clear scope and appropriate facilitation matter.
Truth and Reconciliation workshop options at a glance
Use this comparison as a starting point. The final design should be shaped with the facilitator, based on the audience, host community, learning goal and cultural scope.
| Format | Best suited to | What to confirm |
|---|---|---|
| Facilitated talk and discussion | Shared foundational learning, questions and workplace or classroom reflection | Topic, audience knowledge, discussion boundaries and follow-up |
| Talking-circle format | Listening and reflection when the facilitator determines the format is appropriate | Facilitator authority, protocol, group size, time and participant choice |
| Beading workshop | Small-group, hands-on learning led by an Indigenous artist or facilitator | Project, materials, cultural context, accessibility and take-home expectations |
| Feather-making workshop | A scoped creative activity with materials and meaning defined by the facilitator | Exact materials, language, teachings, permissions and what is not included |
| Tipi raising and teachings | Outdoor or large-site experiential learning with Nation-specific guidance | Whose teachings, site access, equipment, weather, safety and permissions |
| KAIROS Blanket Exercise | Participatory learning about the historic and contemporary relationship between Indigenous and non-Indigenous peoples in Canada | KAIROS-trained Indigenous facilitator, current partner arrangement, local protocols, time and support plan |
| Interactive history workshop | Organizations seeking facilitated participation when a licensed KAIROS Blanket Exercise is not the selected format | Accurate program name, sources, learning design and facilitator qualifications |
A workshop is not simply a longer presentation
A presentation is primarily delivered to an audience. A workshop asks participants to do something: discuss, make, practise, reflect, respond or work through a facilitated process. Some events combine a keynote, powwow dance or singing presentation with a smaller participatory session. Those parts should be named separately so the audience knows what to expect and each contributor has the right time, space and support.
Before choosing a format, write one sentence that begins: “After this session, participants should be better able to…” A clear outcome might involve understanding a historical relationship, reflecting on organizational responsibility, asking better questions, or identifying a practical next step. “Celebrate culture” or “check the reconciliation box” is not a sufficient learning objective.
Planning an event now? Discuss a Truth and Reconciliation workshop with Powwow Times. Include your date, location, audience, group size, available time and learning goal so the right format and facilitator can be considered.
Facilitated talks and discussions
This flexible format can work well for a staff team, conference breakout, classroom or leadership group. A speaker or facilitator can establish shared context, then guide questions and discussion. The strongest sessions are scoped to what the audience already knows and what the organization is prepared to do after the event.
A facilitated discussion can also follow a keynote, powwow dance performance or singing presentation. Performance and education should not be treated as interchangeable: the program description should explain who is presenting, what participants will experience, and whether the session includes discussion or hands-on participation.
Talking circles require more than circular seating
Talking-circle practices are not uniform across Indigenous Nations and communities. A host should not copy a generic format from the internet or use “talking circle” as a label for an ordinary staff meeting. Where a facilitator with relevant cultural authority determines that a circle format is appropriate, they should guide the purpose, protocol, participation expectations and use of any items.
Participant choice matters. People should know in advance whether they may pass, how confidentiality will be handled, and what support is available if the topic becomes difficult. For a large audience or a short program, another facilitated discussion format may be more responsible and useful.
Beading workshops: define the project and context
A beading workshop can offer careful, small-group learning with an Indigenous artist or facilitator. The description should name the actual project and level of instruction rather than presenting beadwork as one shared Indigenous tradition. Materials, techniques, designs and meanings vary among artists, families, Nations and communities.
Confirm the project, finished size, participant age and experience, number of helpers, tool requirements, material costs and whether participants will complete the piece during the session. Ask about low-vision access, fine-motor alternatives and safe handling of needles or other tools. The artist should determine which knowledge, designs or stories may be shared.
Feather-making workshops: use precise language
“Feather-making” can describe different creative projects, so the public event listing needs an exact, facilitator-approved description. Confirm the materials, activity, learning purpose and any teachings that are appropriate to share. Do not imply that participants will make or receive sacred or ceremonial feathers, and do not imply the use of eagle feathers, unless the facilitator has explicitly authorized that accurate description and all relevant laws and protocols are being followed.
This is a good example of why an activity title should never be separated from the person leading it. The facilitator defines the cultural scope; the host supplies the practical conditions for the work.
Tipi raising and teachings: plan for place, people and protocol
A tipi raising can be a powerful experiential session, but it is not a portable, pan-Indigenous activity. Teachings, roles and protocols differ. Powwow Times’ current classroom guide carefully scopes its material to Patrick Mitsuing’s Treaty 6 Cree tipi teachings. Any event description should be equally clear about whose knowledge is being shared.
The practical plan also matters. Confirm the site surface, underground utilities, stake permissions, ceiling or outdoor clearance, weather plan, equipment access, lifting and mobility needs, washrooms, insurance requirements, audience distance and teardown time. Schools should involve their Indigenous education team and the knowledge holder early, not after the venue has already been fixed.
When can a program be called a KAIROS Blanket Exercise?
The KAIROS Blanket Exercise is a specific program, not a generic name for any blanket-based history activity. KAIROS says the exercise is led by a trained facilitator and describes it as an interactive, experiential teaching tool about the historic and contemporary relationship between Indigenous and non-Indigenous peoples in Canada. Its partner requirements call for an Indigenous KAIROS-trained facilitator, a partnership agreement, respect for local protocols and program integrity.
Organizations should therefore confirm the current KAIROS partner and facilitator arrangements before using the name in a proposal, event listing or purchase order. The official KAIROS request page helps organizations find a partner. If the licensed program is not being delivered, use an accurate name such as “interactive Indigenous history workshop” and describe the actual method and sources without suggesting KAIROS affiliation.
Survivor talks need a distinct consent and support plan
A residential school Survivor’s lived experience is not a workshop component to add for emotional impact. If a Survivor chooses to speak, the session should be built around their consent, boundaries, compensation, travel and support needs. Confirm how the person wishes to be introduced, which topics are in scope, whether questions are allowed, and whether recording or photography is permitted.
The host should also prepare participants with a content note, a private way to step out, and current support information. Never promise a Survivor speaker until the specific person, availability and terms have been confirmed.
Choose the format by audience and outcome
Workplaces and public agencies
Start with the decisions or behaviours the session should inform. A leadership team may need a facilitated discussion connected to policy, relationships or long-term learning. A larger all-staff event may be better served by a keynote or presentation followed by smaller workshops. Build a next step into the plan so September 30 is not the organization’s only learning day.
Schools, colleges and universities
Confirm the age or grade level, prior learning, class size, supervision, curriculum connection and family or community context. Students should not be asked to role-play trauma, impersonate Indigenous people or disclose personal experiences. Teachers need pre-session and follow-up resources that match what the facilitator actually covers.
Museums, conferences and public events
Drop-in audiences, ticketing, noise, visitor flow and changing group sizes can make some workshops difficult. A scheduled small-group session, demonstration with discussion, or presentation may work better than an open activity table. Confirm intellectual property, photography and the use of participant-created work in any later exhibit or promotion.
Plan a trauma-aware and accessible learning environment
Trauma-aware planning does not mean avoiding difficult history. It means giving people clear information, meaningful choices and practical support. KAIROS’ community protocols emphasize trained facilitation and creating a “safe(r)” space; no organizer can guarantee that every participant will experience a difficult session as safe.
At minimum, confirm:
- a plain-language content note and agenda in advance;
- the option to pass, pause or leave without being singled out;
- a quiet space and a named on-site support contact;
- current crisis and local support information where relevant;
- wheelchair access, accessible washrooms and clear travel routes;
- microphones, captioning or interpreters when needed;
- seating choices, sensory considerations and breaks;
- allergies, ventilation and safe handling for workshop materials; and
- a weather and site contingency for outdoor activities.
The Government of Canada’s inclusive event-planning guidance provides a useful general checklist. The facilitator may identify additional requirements based on the program.
What affects workshop scope and cost?
There is no responsible one-price answer because the work changes with the program. A quote may need to account for preparation, facilitator or artist fees, travel, accommodation, number of facilitators, materials, shipping, venue equipment, accessibility services, licensing, cultural support, technical delivery and follow-up resources.
For an accurate conversation, send:
- preferred date and alternate dates;
- city, venue and indoor or outdoor setting;
- audience type, age range and expected group size;
- your learning goal and relevant previous learning;
- available session time and event schedule;
- in-person, virtual or hybrid preference;
- accessibility, language and participant-support needs;
- whether materials, travel or technical production are required;
- photography, recording or media expectations;
- budget range and proposal deadline; and
- the person authorized to make the booking decision.
Can workshops be delivered online?
Some talks, discussions, keynotes and selected facilitated activities can be delivered digitally. A physical activity may require advance material kits, additional cameras, smaller groups or an adapted learning outcome. Confirm digital suitability with the facilitator rather than assuming the in-person program can simply be moved to a video call.
For platform, accessibility and production planning, use the virtual Truth and Reconciliation program guide. Organizations that want learning beyond one event can also explore year-round live Indigenous learning.
What if September 30 is close?
Do not rush an unconfirmed cultural activity into the calendar. Ask what is genuinely available, be flexible about the date, and consider a live digital keynote, talk or performance if travel or venue logistics are no longer realistic. A thoughtful program before or after September 30 can be more useful than a poorly prepared event on the exact day.
Free learning can support preparation, but it should not be used to replace Indigenous facilitators or compensate for a late booking. Powwow Times offers 52 Weeks of Cree, and Foundational Knowledge offers short weekly Truth and Reconciliation lessons to learn from and reflect on.
Book a workshop with a clear purpose
A well-planned session respects the facilitator, the knowledge being shared and the people in the room. Start with the outcome, name the format accurately, confirm cultural authority and licensing, and make access and follow-up part of the design.
Request workshop availability from Powwow Times for an in-person or digital Truth and Reconciliation program. Share your audience, location, date, group size and learning goal, and the team can discuss an appropriate direction. For broader September 30 planning, visit the Orange Shirt Day and National Day for Truth and Reconciliation programming hub.
Frequently asked questions
What is a Truth and Reconciliation workshop?
It is a facilitated, participatory learning session connected to the history, present-day relationships and responsibilities involved in Truth and Reconciliation. The exact activity, cultural scope and outcome should be defined by the facilitator rather than treated as a generic format.
Which workshop is best for a workplace?
A facilitated talk and discussion is often a flexible starting point. The right choice depends on staff knowledge, group size, available time and the action the organization is prepared to take afterward.
Can we book a KAIROS Blanket Exercise?
Possibly, when a current partner arrangement and an Indigenous KAIROS-trained facilitator are available. Confirm those requirements before advertising the KAIROS name. The official KAIROS request page can help locate a partner.
Can a workshop include a powwow dance or singing performance?
Yes, a performance can complement a workshop or discussion when the contributors, purpose and schedule are clearly described. A performance should not be labelled as a workshop unless it genuinely includes a facilitated participatory component.
How long should a workshop be?
Length depends on the format, group size, materials, discussion and support needs. Choose the learning outcome first and let the facilitator recommend enough time; do not compress a participatory or emotionally demanding program into a short ceremonial slot.
Are Truth and Reconciliation workshops suitable for students?
They can be when the content, activity and support plan are age-appropriate and connected to students’ prior learning. Confirm grade level, class size, supervision, accessibility and follow-up with the facilitator.
How far ahead should we book?
Begin as early as possible, especially for September 30, travel, materials, tipi activities, multiple facilitators or accessibility services. When the date is close, ask about flexible dates and digital formats rather than assuming a specific person or activity is available.
