Blog Post #5

My parents were both raised in Cristian homes and my father was even a pastor for most of my childhood. Church was a very common thing and even after my siblings and I were old enough to make the decision on if we wanted to go to church in the mornings, we still would out of respect for our parents.

 

We didn’t do much apart from church for any type of spiritual enlightening. It almost seems boring to compare sitting in a building for 2 hours compared to the hands-on teachings that the First Nations beliefs and relationships with the land where they have a more hands on approach to their teachings.

 

The closest thing my family might have to our own spiritual tradition would be when we would go out through our trees and relocate the smaller baby trees to a location that doesn’t have as many so that the little ones aren’t killed by being so close to the large ones. After we had relocated and watered them. We would sit on the grass looking at them and talk about all the benefits that come with having trees and all the things that the trees do for us. Though it was only really a summer thing for us, it was still something that we all enjoyed and was “our” thing.

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Journal Entry #4

My family lives on a large acreage. It’s surrounded by trees and grass and is really a beautiful place. Growing up all I knew about it was that it was my grandparents before ours but never came to the understanding of “who owned it first?”. I had never thought about how the government allowed my grandparents to buy it or who the government took it from before my grandparents bought it.

The “space in between embodied feeling & making sense” and “moments of relearning & unlearning”. I believe are the places, not physical but mental ones, where we feel the happy. Not the same happiness you feel at the end of a movie or a book with an ending you like but happy in a peaceful sense. Like walking along the ocean shore and looking off into the ocean, or walking through a path of trees and stopping to admire the size and beauty of it all, or if you’ve hiked up a hill, a cliff, a mountain and you reach the top and feel like you can see the whole world and all its beauty. You almost don’t even have a thought you could put into words. It’s just a feeling of happiness you get when you see the earth in all its beauty. I believe that is what Ho’s paper is trying to explain in those 2 sentences.

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Curriculum as Literacy

Blog #9

 

Throughout all the English classes I’ve had, whether homeschooled classes or high school classes, the books we read have all been written by the “Pale, Male and Stale” writers. The books we had to read were all from the white (usually male) persons views without much for diversity included. The closest I think I ever ready in a class including people who weren’t white was the court section in “To Kill a Mockingbird” (Harper Lee, 1960) but apart from that, we didn’t have much for diversity in any of the books we read once I had entered high school. Living on a reserve for a few years and with our extended family including many African people, these “Pale, Male, Stale” books never affected my views on white being “better” in anyway. Though if you’ve gone through your whole schooling reading those books I could see how that might affect the views of those who may not come from an accepting home of most culture. If we could find a way to expand our English classrooms from sticking to the “Pale, Male, Stale” books and bring in more worldly or cultured books, we might be able to start our small steps towards making schools more accepting of different cultures.

Curriculum as Numeracy

Blog #8

 

 

As a homeschooled child through most of my education, we were encouraged to be very open-minded when it came to mathematics. There were ways that I would should my work or did my questions that may have been different than the “one way” that some teachers taught math. Once I had entered our high school in grade 10 though, I learnt very quick that the way I had been doing things was considered “wrong” even though I would still get the right answer. I struggled with this in other classes that involved numbers like chemistry where the teacher actually had me stand in front of the class holding my work so she could point out how “wrong” and “stupid” my way of doing the work was. I started to hate doing anything with numbers until I took a math and physics class that was taught by the same teacher. He would explain multiple ways to do things and if you showed your work, he would look at the work and as long as he was able to follow the way it was done then he would mark it as correct. Even if everyone did the work differently he was very open-minded when it came to how the math was done. Not as broad as the ways the Inuit children learn their mathematics (using base 20, or switching the language they count in) but as a future teacher I believe the Inuit way of learning is a perfect example of how open-minded we have to be towards our students

 

Whiteness of Green

“There’s so much grey to every story – nothing is so black and white”. (Lisa Lang)

 

 

Our project was about raising the awareness of our carbon footprint and was we can eliminate the damage we do to the earth starting with the simple things in our everyday lives. This quote to me gives me the confidence where I myself had doubt in my ability to reduce my carbon footprint. Many of the people in my group already had many things they had incorporated into their everyday life and to someone who had just started, it was almost discouraging to look at myself and see how much I wasn’t doing. I viewed them as being the people the earth needed while viewing myself as the same as all those who don’t care for the environment. Though I do try I felt like if you were to take those helping the earth and those who are not, I would end up in the group who does not compared to the rest of my group. This quote to me made me think that there doesn’t have to be just “black and white” but the shades of grey in between. Perhaps my shade of “grey” is darker than others, but I can keep working towards me own personal goal and not compare my “shade” to the others.

Citizenship Education in Schools

Blog post #7

 

 

Growing up in a home-schooled household, my citizen education was limited to the beliefs of my parents. The stereotypical religious household where most of what we were taught was based of the Bible and what we were told how God wanted us to live our lives. Even when entering high-school in the 10thgrade, I still never learn much about what was expected of an everyday citizen other than morals and getting a degree after school. I didn’t even know what the different beliefs of political parties were which made voting almost impossible. My high-school had also never taught us anything about eco-literacy which, up until taking my environmental education class, meant that all I knew was the basic things like recycle and reuse.

 

Educators that do try to teach students personally responsible citizenship, usually focus on the acts that students individually make, focus mostly on the traits that help the students make good choices in life (which is also good for kids to incorporate in their everyday lives) but also make their jobs easier. Traits like respecting those in authority, listening to other, being respectful, being kind to one another, being and completing things on time, and working diligently. These are important things that people should aim to apply to their everyday lives but there is also much left out like collective social action and pursuit of social justice. I was taught the individual traits, mostly through my religious parent’s teachings, at a young age. But, I (and other students I’m sure) never learnt about residential schools or the shared land that we live on. All of this was never taught in my high-school which is what I believe should be much more common knowledge then what it is today.

 

After what was experienced in the lecture, learning about what those students had to experience. My thoughts are the same as those children. Why? As much as I think about why that needed to happen. In the back of my mind I know the answer. Racism is, and has been for a long time, a problem. Schools will have talks about equality but all we can do as future teachers is guide our students. One of the first things I learnt in an education class is that “kids are not born racist”. If you can teach children to be accepting towards everyone as a child then they will soak that up and believe that whole heartedly. Factors that can negatively affect this comes from students’ lives outside of class. That is where the teaching of personal responsibility is needed because if a child is taught in school to be accepting of everyone regardless of race, religion, statues, or personal responsibility, but goes home to a family where their parents may view anything not like them as lesser or below them, the student still has the choice to believe the lies they are told from their family or friends or they can make the personal choice to ignore the negative, degrading comments and make the choice to see all as equal.

 

Creative Journal #3

After my last year of high school, I spent the majority of my summer working at a camp out on lake Kipabiskau. Though I was working throughout the day surrounded by kids, I enjoyed getting up earlier than my campers and taking a walk down to the beach. The camp had larger paths for easily getting around the camp but, early in the morning, I would take the longer, narrower, and less traveled on paths. It was through these paths where I would enjoy the moment almost more than the view of the sunrise. It sounds odd and I don’t quite know how to explain the feeling, but being surrounded by nature while listening to the animals, feeling the dew on the leaves, and looking at all the beauty that nature has to offer. The way I could attempt to explain it would be peaceful, as in feeling literally at peace. There is nothing quite like that feeling and if given the opportunity to find that peacefulness again would be a great way to escape the pressure and stress that students, myself included, go through.

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Response to Educational Theorist’s Quote

Blog post #2

Lev Vygotsky had said “What a child can do today with assistance, she will be able to do herself tomorrow”. This is a powerful message in the fact that what we teach our students is a major part of the knowledge they will be able to use throughout their lives. Teachers assist their students with understanding the subjects taught in their classes. Depending on the life choices the students make after they have graduated from school. They will be able to use the knowledge they gained through school to apply to their future lives.

If someone is working on a budget plan, they can use the knowledge they’ve gained through their math classes and apply that to planning how much the need to save and how much they can spend. If someone is wanting to apply for a job, they can use the knowledge they have gained from English classes on how to properly write a cover letter to look as professional as possible. Science can be used when someone needs to get somewhere and wants to plan out the amount of time it will take them to get there so that they are not late.

This quote is an accurate description of how important school and education is to a student and how it is needed for everyday life.

 

Curriculum Development from a Traditionalist Perspective

Blog post #3

In the late 1980’s and 1990’s, two American writers (Franklin Bobbitt and Ralph W. Tyler) wrote about how they believed the curriculum should develop the future generations for their lives beyond school. Their goal was for students to learn everything they needed in order to work once they had finished school.

 

As a student who was homeschooled for the majority of my youth, my mother was much more open-minded in her teaching which made my education less of writing things down and studying them and more of actually learning the subjects which lead to my actual interest of classes rather than viewing learning as a chore. It wasn’t until grade ten when I began taking classes at my hometowns high school where I noticed that there were a few of my classes that were taught in the ways of Ralph W. Tyler. Though I did have classes that kept me engaged and wanting to learn, I also had classes that were taught by much less open-minded teachers. Through these ways of teaching, there were students who did well based on the fact that they had the memory capabilities to take notes, study them, and regurgitate that knowledge when there were tests. For these students, the Tyler way of learning worked well for them. For some it worked better than learning through a more open-ended strategy. In other classes where the teachers were more engaging and open-minded, some of these students really struggled with the creativity part of the class. Apart from those few students, I don’t believe the “Traditional way” is the right way to be teaching. Perhaps those students only excelled at that way of learning because of the traditional ways that their elementary teachers taught.

The Purpose of Treaty Education

Blog post #6

  • The purpose of teaching Treaty Ed is important in all schools whether there are First Nations students in the class, or school, is to spread the awareness that we are living on shared land. When the Indigenous people decided to share their land with us when we first came to this country, they shared everything with us when we had nothing. We seem to take this for granted this country we live in and some people either have no knowledge about this shared land, duo to teachers/parents not telling them about it, or because of their own selfish beliefs that don’t care to acknowledge it. Regardless if there are First Nations students in your class or not, we all need to have an understanding and acknowledgement that this is not “our own” land, but “our” land as a country that the Indigenous people graciously shared with us.
  • The understanding that “We are all treaty people” in our curriculum is knowing that the “history of Treaty 4” (or wherever one is living) is not something that happened years ago that has 0 relevant to our lives today. As future teachers, it is our job to explain to our students that we are on shared land, that every day Treaty 4 is still in effect, that all of us here in Canada are involved in Treaty 4 and are all “Treaty people”.