On June 7, 2021, The New York Times (NYT) reported the discovery of the remains of 215 Indigenous children on the grounds of a former residential school in British Columbia, Canada (Austen, 2021). News of this mass murder and its subsequent cover up rocked the world and came at a time when Canada and many other countries have mounted reconciliation efforts as they attempt to come to terms with a brutal past involving Indigenous populations. The residential school context described in the NYT story is representative of residential school educational arrangements in the last century that saw children from numerous First Nations forcibly removed from their homes and forbidden to speak their languages for generations (McIvor, 2020). By detaching these children from language, culture, and place, state- and church-sponsored schooling sought to train Indigenous students for subservience. Sadly, these cruel efforts inflicted unimaginable harm--both epistemological and emotional--upon these children (McCarty et al., this issue). Such abuse was not uncommon. The goal of the author for this commentary is to highlight how Indigenous people have been forcibly removed from their land, displaced, and subsequently had their rights revoked and identities rejected (McKinley & Smith, 2019). That their lives are inextricably intertwined with the land is further underscored by Chiblow and Meighan (2021, in press).