Week 7 Treaty Education

 

  1. What is the purpose of teaching Treaty Ed (specifically) or First Nations, Metis, and Inuit (FNMI) Content and Perspectives (generally) where there are few or no First Nations, Metis, Inuit peoples?
  • The purpose of teaching treaty education is not to just bring awareness that this history happened but to teach it and show to students that it is part of their everyday lives whether they realize it or not. If these students are living on treaty land they need to learn about it and learn why they get to live a free life on this land that was not always ours. When people say that they do not need to teach this education if there is no indigenous students that is completely wrong. It is our jobs as teachers to educate our students on things that really matter and if we did not have treaties our lives would be very different. As a teacher in training and taking these lectures I have realize that many teachers feel uncomfortable with teaching treaty ed because of their lack of knowledge on the subject. I think understanding this right now as a second year ed student I will be able to research and further my understanding so that I can successfully educate my students on treaty education and indigenous Content.

 

  1. What does it mean for your understanding of curriculum that “We are all treaty people”?
  • I understand that if we are to live on this land that we are treaty people. Anyone and everyone who lives here, works here, or has anything to do with being on treaty land is treaty people. I have heard countless times that people say they are not treaty people and that treaties do not exist anymore and they are just part of history. This is false we are all treaty people and as long as the sun shines, the grass grows and the river flows. And all three of those are still happening.

 

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Learning from Place: A Return to Traditional Ways of Knowing

Blog Post # 6 Learning from Place: A Return to Traditional  Ways of Knowing

In this week’s reading we read a paper that details a research project about  honouring Mushkegowuk Cree concepts of land, environment and life in Fort Albany First Nation. In this article we were asked to identify the ways that you see reinhabitation and decolonization happening throughout the narrative. In this narrative you can see decolonization happening in the Renaming and Reclaiming section. In this part they talk about bringing back the Cree language during their expedition. “During the river excursion the Cree-language terminology was expanded for those participating. The words paquataskamik and Kistachowan Sipi (Albany River’s original name) were written along the fifty-foot long sides of the raft” In the section The First Relationship with the land we see a very specific part of reinhabitation. In this section one of the elders gives insight on how to tell use the wildlife to indicate that their land is safe. “When we hear frogs singing we know the water quality is safe for our consumption. We listen to the song of the birds to know what kind of weather is approaching. The moose will know when we need food and allow themselves to be taken”

I think it is very important to adapt these ways and incorporate them into how I will be teaching. It is important to incorporate this Indigenous knowledge because it was used a long time before European colonization. If we keep these teachings and stories alive then we will benefit from them. It is also crucial to teaching this kind of knowledge because it will educate students on what this land was like. I think you could incorporate this knowledge in many different subjects like science, history and Language arts.

Blog Post 5 How is Curriculum Developed

Blog Post # 5

Before you do the reading, ask yourself the following question: how do you think that school curricula are developed? This is an entry point to this topic and whatever you write will be fine.

  • I think Curriculum is developed by the government and people who study curriculum and come together to improve it. I also think that the provinces have some say in how they will be developed. I think white older men have a say in it what is put in the curriculum as well.

How are school curricula developed and implemented? What new information/perspectives does this reading provide about the development and implementation of school curriculum? Is there anything that surprises you or maybe that concerns you?

  • Curriculum is developed from the policies studies. Policies control just about everything. “Policies govern just about every aspect of education—what schooling is provided, how, to whom, in what form, by whom, with what resources, and so on”. Government politics has a huge influence on curriculum as well. Curriculum seems to be controlled by the people who theorize it rather than actually teach it. It seems that teachers don’t have much of a say in how curriculum is developed which is pretty surprising to me.

 

What it means to be a “good student”

Blog Post # 4 What it means to be a “good student”

 

In this weeks Blog prompt we were asked what does it mean to be a “good” student according to the common sense? This question is one that can have many different answers. In terms of common sense, a good student is on who in the teachers eyes does everything they ask of them. In my 3000 hours of being in school the main things that teachers ask of students is to be quiet, be respectful of others, engage with classmates, meet deadlines, do not fight, answer questions when asked, and do exactly what the teacher asks of you. This idea of a good student has been around for a long time and has never really changed. I think that these norms have been set because if you are the stereotypical good student then you will be a “good worker” in the workforce. I believe that this is true to a certain point. I also believe that this limits the potential of students and is problematic because there will be no risks taken. I think that in today’s society it is important to challenge the norms of what it means to be a good student. Lots of the attributes should still follow the norms but teachers should challenge the students to be the best students that they can be, not just a one size fits all normative narrative.

 

Which students are privileged by this definition of the good student?

This question goes with what I said before that teachers should challenge students to be the best students that THEY can be. Typically the students that are privileged are the upper middle class. Families that are financially comfortable are typically the ones whose children are the privileged ones. Also the students that have a “Nuclear family” also are privileged in the definition of good students. In my own experience I have seen that the students whose parents are split up and are financially unstable tend to be the students are labelled “bad”

ECS 210 Blog Post 3- Curriculum and Life

Ecs 210 Blog Post 3

 

“Curriculum is everything learned and experienced inside and outside the school” (Ayers, Quinn, Stoval, & Scheiern, 2008, p. 309).

Think about what it makes possible and impossible in education?

This quote is made possible in education because it is saying that there is no one way of curriculum. What curriculum is suppose to be teaching students is things both inside and outside of school. This quote is important to education because it claims that what teachers teach in a school will help them learn about life not just books and tests.

What does it say about the teacher, about the student?

This says that the teachers job is to teach the student more than just the content of the subject. It is their job to connect with the student and guide them through life and their experiences.

The role of the student in this case would be to experience as many things as they can and question it to their teachers. They will learn about life by doing things and asking questions both inside and outside of school.

How does it related to your own understandings of curriculum and of school?

My personal understanding of curriculum is related to this because i believe curriculum is the things we need to teach children to get them ready for the next steps in their lives. I believe that there is a lot more to teaching than just books and tests. An example from my life is when I was in the 7th grade, my basketball coach was relating basketball real life. He told our team that the way we carry ourselves on the court is the way we will carry ourselves in real life. He told us that we will experience loss and wins on the court, it is all about staying humble when we win and lose. I believe that this is part of the lesson we should teach in curriculum, relate what we are doing in class to life lessons.

 

Ecs 210 Blog post 1- Common sense

“My neighbors taught much about the facets of life in the village that many of them seem to take for granted as common sense or what everyone should know”.

His view on common sense was the modern american colonial way. The traditional 3 meals a day and separate faucets for different jobs ie. showering, laundry, drinking.

“One reason that I, and I imagined my Peace Corps colleagues embraced the idea of the American way was both better than the Nepali way and applicable in Nepali contexts was the apartment similarly between practices in Nepali schools and practices that we had just learned were outdated in the United States.”

 

It is important to pay attention to common sense the way that Kumashiro describes it, because in the western world many people are under the impression that our way of doing things is the right way, and we remain ignorant to the other cultures and ways of doing things. Our version of common sense and their version of common sense differ based on our experience, knowledge, and what we have been surrounded by in our everyday lives. Common sense in the other use of the word, fluctuates between cultures, and making the assumption that everyone is united under one way of doing things is ignorant. Our society is recognized heavily throughout the world, let it be film, politics, and things like our commercials and sports. This gives many the impression our society is dominant, leaving other societies shrouded from our view of consciousness.