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 because there is a lack of positive images when it comes to the aboriginal community. Many are misguided, misinformed and are simply ignorant. Treaty education gives people the opportunity to see things from the perspective of somebody from the FNMI community. For future educators, Treaty ed will give teach them about a community that may never have been exposed to previously.

2. What does it mean for your understanding of curriculum that “We are all treaty people”?

To me We are all treaty people means that we have to realize that we have many injustices that we have put aboriginal people through. It is simply not enough to have days or moments of silence in order to commemorate or to recognize the struggles of aboriginal peoples, we have to actively make things like decrease the wage gap, make health care affordable and accessible in rural areas or on reserves.

3. Spend at least one paragraph making some connections to TreatyEdCamp – What did you hear/see there that might help you to enact treaty education in your future classroom?

 

Advertisements

Curriculum as Place

The article suggests that a “critical pedagogy of place” aims to:

(a) identify, recover, and create material spaces and places that teach us how to live well in our total environments (reinhabitation); and (b) identify and change ways of thinking that injure and exploit other people and places (decolonization) (p.74)

  1. List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.

 

The way that the youth were empowered definitely made a difference. This not only encouraged them to communicate and interact with their peers but also to interact with the elders in their communities. The various ways that the community attempted to bring the youth together through different skill-building workshops also made a difference. The fact that the river was chosen as the place of importance also stood out to me. Despite everything that happened to this community this river still held some meaning, and this seemed to be a sentiment that was shared by the majority of habitats in the community. It seemed that reinhabitation was constantly occurring when we look at how the youth and elders were reconnecting with the land of their ancestors. This was a reminder of how important the land was to the people before them, and how important it is to them today.

2. How might you adapt these ideas to considering place in your own subject areas and teaching?

As a teacher will be important for me to encourage and support my students to use their environment as a bonus. Subjects like math and science, physical education are subjects where I could encourage my students to use their environment as their classroom.

Curriculum as policy

How are school curricula developed and implemented?

 

I would say that school curricula are developed through the policies that the government puts in place. Unfortunately, educators, the administrators in the schools, and parents and students are not given much say on the what is decided as far as what teachers will educate students on. This is implemented by politicians, they will vote on what the curriculum should contain, and on how teachers are to instruct it.

What new information/perspectives does this reading provide about the development and implementation of school curriculum?

The reading more so solidified what i knew when it came to how the curriculum is developed and implemented. However, the perspective i have now is that the community has power then they think. If parents, teachers, and students, are really in disaccord with the curriculum they have the right to address the policymakers who make the decisions concerning the curriculum. We have to voice our opinion because if not there is one thing that is for certain, and that is change does not happen on it’s on unless we provoke it.

Is there anything that surprises you or maybe that concerns you?

What concerns me the most is how educators, parents, and students are not made more involved in the decision making. I feel like the government should make more of an attempt to get parents, teachers, and students involved, that way the people who are affected the most by decisions can have their voices heard by those who are making these decisions that will have an enormous impact on the future of our children.

curriculum theory & practice

“Another way of looking at curriculum theory and practice is via process. In this sense curriculum is not a physical thing, but rather the interaction of teachers, students, and knowledge. In other words, curriculum is what actually happens in the classroom and what people do to prepare and evaluate. ”

To me what the quote above is saying is simply, curriculum, is all about preparing the students to learn a variety of skills, and for them to receive numerous tools so they may go out into the world with the necessary knowledge they need in order to be successful. This makes the growth of the student inevitable, according to this quote a student will learn a variety of lessons that will serve them in and outside the classroom. What I  interpreted that this quote was saying is that how the teacher behaves with the student will dictate how the information is transmitted.  This relates to my understanding of curriculum and school because I believe in order to reach and teach students, you must first make yourself relatable, and also, allow for there to be a student-teacher relationship. The teachers’ behavior with the student will play a major in how the student responds to the teacher.

social efficiency ideology

I would say for most of my elementary and secondary education I experienced the Tyler rationale. The goal was always to get our minds to focus on an objective, then the teacher would repeatedly attempt to pound information into our heads. The problem with that learning occurs differently for each and every individual due to personal experiences, their background, and the culture them or their parents came from and even ethnic background. In my opinion, the major limitations would have to be the fact that it is based on an idea of how people should fit into society. This is complicated because humans are forever evolving, therefore, in theory, so should society. Each individual learns differently, and with the Tyler rationale, it forces students to conform and to fit into a “box” and learn in only one way, when in reality there is more than one way for a student to learn. The potential benefits of the Tyler rationale are that there are different forms of learning that will come forward and that can be used.  Active learning is one of these forms, this enables students to get hands-on experience with the subject of study. Hands-on experience may be more advantageous for one student compared to another and could make all the difference in the academic performance of a student.

The problem of common sense

Kumashiro defines common sense as what a society considers to be their norm. These norms vary extensionally throughout the world. In Nepal striking an unruly student would be considered the norm, however, in North America, if a teacher were to strike a student it would likely result in the teacher being reprimanded or even having their job terminated.

The reason it is important to pay attention to the “commonsense” is that what we may interpret to be commonsense may not at all be what another person would classify as commonsense. This idea is also dangerous because when it comes to commonsense often times it can be beneficial to a majority, and leave many at a disadvantage. Commonsense can often be very noninclusive and oppressive. In the story, Kumashiro speaks about how the peace corps was using education to oppress the Nepalese people and how it was a form of culural imperialism.