Learning From Place

Some ways i saw reinhabitation and decolonization happening through the narrative were:

The concerns came at a time when discoveries of the Ring of Fire mineral deposits west of the community were and are bringing pressures from mining companies and the federal government to enter into large scale extractive development. (pg 73)

The advisory committee for the project wanted to develop a process that brought

youth and elders together.(pg 74)

Youth conducted interviews with peers, adults, and elders on key issues related to

the role of land, the river, and the people for community social and economic well-being.

Fifteen interviews were collected and formed the basis for a short audio documentary,

titled The Kistachowan River Knows My Name, which aired in the local community and

on Wawatay radio, which reaches a wide audience in northern Ontario.(pg 75)

Many people still do not hold a connection between Indegious and Candian relationships. Being an educator I know that I will be playing a role in decolonization and reinhabitation for our youth and hopefully carry over to the caregivers of my students. The importance of educating our youth is curual. As a teacher I can incorporate First Nations content in my classroom by starting each day off by addressing the land we are on, for example if I were to begin my teaching here in Saskatchewan I would acknowledge that we are all of treaty 4 territory. As a teacher I can show the Candadian and First Nations relationship by bringing in an elder to do some teachings, or incorporating first nations content into my lessons. I have also taken Cree 100 in my previous semester of university, and would like to incorporate the language I was taught into my classroom. I could incorporate a cree word in my spelling tests, or I could also revolve my teachings around the language. As I am enrolled in K-5 education, I could teach the different sounds of the alphabet in Cree as I would in English. I would also like to hang things up in my classroom of First Nations culture to normalize and eliminate some of the previously learnt bias’s students may hold. 

Lens formed by Canadian Literature

Yes my upbringing and school has had a strong impact on the biases I may hold but also that I dont hold. When I was growing up my parents tried very hard to not portray any of their built in bias on me in hopes that I would feel empowered enough to form my own opinions. They always told me that I can play with anyone I wanted to, and this really stuck with me. I found that this impacted me immensely in a positive way. I was never the kid looking at other children that had different attributes than me differently. When I was in grade 3 there was this Little boy that just immigrated to Canada from Nigeria. My teacher chose to seat him right beside me and trusted me to show him around the school and get him all settled in for the first couple of weeks. I didn’t think to hesitate at all, yet almost all of the other children in my class seemed to not like this little boy. I never understood why until a few months ago after a lecture in this class. The other kids in my class already, considering we were only 12, had formed this bias. But to this day me and that once little boy are best friends and I am so grateful that my parents did not push their potential biases onto me.

 I feel that the rest of the kids in my class were potentially reinforced with these biases at home but also when I went to school my teacher did not force the same strategies as my parents did. I was always in a fairly diverse classroom every year yet all I can remember being renfoced was story books with little girls with fair skin, and bright blue eyes or the family with the working father and the stay at home mother with their two children. This was something I never really thought to be problematic until now. I couldn’t imagine how some of my classmates were feeling when this was constantly pushed as the “normal” in schools yet so many children did not grow up with a mother, father, and another sibling. So many students that were not born with fair skin and blue eyes. As Kumasiro states “teaching and learning English literature In ways that challenge oppression requires changing what we read.”(2009, P1). This idea of “normal” put a strong lens on the majority of my classmates, and if my parents opened my eyes to this preconceived idea of “normal” my thoughts could have been altered as well. There needs to be a change and it can start with the teachers.

Canada’s Truth

Dwayne Donald talks about the power that colonialism still has on our today’s societies. He also addresses that when Aboribal people and Canadians speak to one another they are still “missing” the messages being told as they are still coming from two different perspectives, not as a whole. This is a pressing issue in our societies as building these relationships with one another are crucial. There is no going back in time there is only the future that we can control; therefore it may be even more pressing to teach a class full of “Canadian Canadians” Canada’s history, as we have not been truly educated. He then defines colonialism as “an extended process of denying relationships’”. As these students clearly are not able to distinguish the relationship between Canadians and Indigenous peoples, the teacher will need to start from the very start of the story. Dwayne talks about how there isn’t a possibility of moving forward if the past isn’t figured out. As a result these students as Canadians or non Aboriginal need to be stressed that we are all treaty people and our relationships need to be reconciled. 

In your discussion with Clair she talked about how these young students are going to one day own the decision making. To have the understanding of Canadians and Indigenous peoples relationships these students need to be educated before relationships can be mended. So for my understanding of the curriculum that “we are all treaty people”, this holds a lot of weight on me. This is Canada’s history, and I as a future educator am incharge of educating my students to understand the true history that went on in Canada, to express that we are all on treaty land and this needs to be acknowledged/understood. As an up and coming teacher this is a subject area as of right now I do not feel extremely confident in because I was never taught the full story of Canada’s truths when growing up, I was basically just shown a map with 10 provinces and 3 territories and told that this was Canada, but I am driven to continue learning. I am a white settler, and I do want to help reconcile Canadian and Indingenous peoples relationships. I want to help eliminate this built in bias’, transition the racist misconceptions to be fully understood as not true. I do have a big job to do, but I will continue to listen and learn in hopes to educate the upcoming youth for a strong future, as one.

Hidden Curriculum: assignment 1

I have chosen the on the topic of the hidden curriculum. Throughout my elementary and highschool education I never really thought about the curriculum in any other way than an academic based structure for teachers to educate us as students. This changed when I was exposed to this class. This class has sparked a large interest of mine to dig into a deeper understanding of what the “hidden curriculum” fully entails. As I am hoping to teach children of very young ages pre-k to grade 2 I thought it would be most beneficial for me to do my research paper revolving around young children.  

I chose the article “Rethinking the hidden curriculum: daily routine in Slovene preschools” by Marcela Batistič Zorec and Anita Jug Došler. This article discusses the importance that a “daily routine represents a significant part of life for children in kindergarten.”, as the importance of future growth is stressed emancy throughout the article. They state that “it is also important to note that regular routines contribute to stability and predictability of life and greatly foster a child’s well-being and health” so they touch on the topics of attendance, punctuality, eating habits, naps, and sleep patterns. These are all seen as crucial elements of the success of a young growing child.  

As the article continues they get into details of what they see as critical elements of the children’s daily routine. They perceive student learning as “appropriate to establish a balance between stability and predictability”. This is concluding that they believe children need to establish a structure for each day to allow each child to establish a sense of self as an individual.

Tyler’s Rational

I feel I have experienced the Tyler rationale within my own schooling when I was in elementary school. I was always a student who followed the rules and handed in all my assignments. In hopes that this would help me achieve success but I found to be left in the cracks. My teachers would skip over me in class when walking around to help students as they knew I would complete my work and not worry about checking in because they knew aI would get done what needed to be done, but what ended up happening was that I was not fully taking in what I needed to. My spelling and reading comprehension began to lack tremendously. I actually began to decrease rather than increase the skills I was suppose to be developing. I found extra help outside of school to catch me backup to where I was supposed to be but I feel this makes connection to Tyler’s rational because the teachers thought since I was always completing my assignments that I would be fully taking in the indicators and producing the outcomes to par, but this wasn’t the case. 

Kids develop not only at school but also outside of school. Tyler’s approach is under the assumption that children will take what they learn from school home, but nothing that they learn from home to school. This is problematic as students main identientes coe from home and that was not considered, “it turns educators into technicians”. In the article it states “it implies that behavior can be objectively, mechanistically measured.”,this is a scary statement. Like said in lecture children can not be fed information and produce the same results. All teachers bring in their own experiences in learning and it is difficult to understand that not everyone learns the way you do. As a teacher we need to be able to identify different learning techniques and adjust for our students accourningly rather than following the Tyler method  and hoping the same income for each student results in the same outcome.

“Common Sense”

Kumashiro defines ‘common sense’ as something you are grown up knowing. He talks about how it was challenging for him to change his thoughts on “meals, water, time, privacy, and other aspects in Nepal.” You as an adult maintain common sense of things that have been normalized to you. You do not need to be taught these things because you’ve been raised with the understanding of how things are ‘supposed to be’. Your parents, guardians, community, ext have been role models of ‘common sense’ things from a young age. Diversity is huge when considering common sense.

It is so important to pay attention to ‘common sense’ because this can differ between many different aspects of every individuals life. Common sense does differ between every individual on small and large scales. Things like religion, culture, and social diversity can make large differences in what people consider to be common sense. This has a major effect on how you need to run your classroom. Everyone has their own story and it needs to be heard to reinforce success with in a classroom.

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