The following video is my powerpoint for my summary of learning in ECS 210. I have included the information on the evolution of my understanding and education regarding curriculums and the impact teachers have on presenting the information in interesting and impactful ways. I have learned many aspects of curriculum including the procedures for producing them and how to teach them in respectful and meaningful ways as well. As a teacher, I hope to use the information I have included in this short video to make my students enjoy their learning experiences all the while including all the required material that curriculum dictate.
I was brought up to a hardworking and not be taking what I get for granted. Today I am greatful for what I have and that is how I see the world too so, by going to school where from pre K up to grade 9 it was mostly white while later on it became more diverse. I got to see this world from other perspectives and having a great upbringing and going into this I have some biases to bring into my classroom that I haven’t been pressed and have had a good life. Children who come into my classroom who have a harder life and/or are not used to diversity in school again as I did toward the end of my high school life. I also grew up in a conservative community that being said my politics and religion may be tested by students who have different views than me and I need to learn from them and not push my beliefs onto them making them feel force to believe in my views of the world.
The single stories that were in my school was that of a Canadian small town school where it seems that everyone seems to know everyone. As in the lecture we use our western culture to believe in stereotypical and misconceptions because we either never met or seen the place or people. Our culture makes places that are more opposite to our beliefs as odd, dangerous, think and do things that are not what we find is “normal”. In actuality they may like the and wear the same things we do in Canada if they are from for example Africa. In my school going off my western culture I was taught to think those who aren’t taking classes like math, science and English were lazy or not smart because those are the classes I was presented by family and teachers that will help me succeed in after high school life. I found later on in my university life that those who didn’t take all those “smarter” classes in high school are doing well for themselves just don’t think or want the same things in life as me.
So like the video of the girl who read books about being good and living a great life meant being white even though she never met a white person she only had books that made white people the “must be” race. Another good point when she moves to north America and goes to school her roommate thinks cause she’s from Africa listens to only music from there when she actually likes Mariah Carey. Her story about “single stories” was very eye opening to me to know what we get taught to think a way even though we have no reason to just from using other people’s words from media or society to think that way.
In the articles ” Reclaiming Indigenous voice and vision” I try to look back at how oppression towards me and my classmates came into play revolving around mathematics. Some memories were had and Gale mentioned it that some students would get the “maybe math isn’t right for you right now, maybe take it later when your ready”. That is ridiculous! As a educator no one should be told that they are not good enough for a class especially one as important as math which we use everyday and for lots of different situations. As Teachers its our jobs to make sure we have students confident enough to achieve their goals and not having math skills can decrease that in there lives. Discriminations came to those who were more artsy and took art and English and not science and math classes because they hated the extra work that was needed.
The article “Canadian Journal of Science, Mathematics and Technology Education”. It asked the question of how Inuit differs from our Western ideals on mathematics. Inuit uses base -20 not base -10 as Eurocentric math does because they use their ten fingers and toes to which make sense to me. Secondly, the calendar days both are 12 months but the days are more different on how they look at it, Eurocentric math says it is solar not lunar. Inuit is neither in fact, it is natural, independent recurring yearly events and base on the how long it takes that natural event to happen that is how long the month will be. The third Inuit difference is the was the measuring length system they use, how they bring up when humans need clothing they need to measure the size and fitting in Inuit culture they use their fingers and feet as tools as the example of women making parkas they used their palm when making parkas they used the neck as a base to use a fitting to make a perfect parka. Eurocentric use of measuring tape is common while making say a suit for someone that is what a tailor would use in western societal terms for clothing measurement. Inuit seems general to challenge the “norm” this is how it is and we are too stubborned to not make any adjustments and only use what scholars say to use in mathematic formation while, Inuit is more spiritual and connects to their way of life.
When it is referring to the three types of citizenship education I the article “What Kind of Citizen” with personally responsible citizen. The one of the three were in my pre K – 12 schooling growing up with some examples being personally responsibility for doing blood drives in my school and recycling for my volleyball team and also when I was in grade 12 every week different groups of people had responsibility to take out the recycling and clean it out the bins and bring them back to each classroom. Participatory and justice oriented citizen with having importance on social and politic issues and government/community guidance not so much. There was little towards helping with fundraisers towards helping those less fortunate but, that has come into my school when I graduate not while I was in it personally.
What these approaches and being a good citizen in general from all we learnt, we need to take responsibility and be productive people in society. Yes, as educators we need to guide children through these steps to be good citizens and everyones definition nowadays can be different depending on culture or country I believe and do change as they are not the same as they once were. Having community and individual care of oneself can help children make decisions in life in and out of school so when they graduate they can be able to grow up and not be in simple terms “bad people”. These concepts of “personally responsible”, “participatory” and “justice oriented” citizens can help be the terms of how to look at how not just our future students should be but also about myself for going through school I can look through and see if I was being a good citizen according to this article for being good role model in education.
To start off we are all either born or came to Canada in our lives and if we plan to teach in Canada than we should know its history. First Nations were the settlers and founders our land so, to do what is best for the our young and teach our young students the ways of their culture so they have respect and have an actual real look at Indigenous people without any prejudices or stereotypes involved. It does not matter if their is little or no students in the class with indigenous background because, from where it stands we are on treaty land and should teach where our land and environment as how it came from and to be, it is just complete common sense.
Being all treaty people, it helps reinforce that we are all similar being Canadians and having a rich history of indigenous people who walked this land before European settlers came in. We have people around us who are still affected by what has happened to their ancestors and have negativity in their minds on both sides. We need to connect with one another to show we are now ready to resolve and take blame for what we did and also forgive those who have oppressed. To take into account the students need to learn all of this before any forgiveness can commence. Canada’s history is very controversial so to look back and tell the students who are our next generation to help be the change then we must talk about it.
One of the central topics in “Learning in Place”, is the words the elders use and the youth do not. This is due to lack of passed on knowledge from being paced in residential schools and losing their culture. It is said that there is a strong need to build an intergenerational relationship between them so this gap of knowledge is not lost. They discuss the word “paquataskamik”, which is a Cree word meaning ‘natural environment’. The youth now use ‘noscheemik’ instead, again showing the falling linguistic learning within the First Nation community. There are many examples which prove a disconnect from previous generations to today’s children.
They talk about learn from place with project and committees helping elders and youth form relationships respecting land and rivers. By telling stories as one describe his daughter, brother, mother and grandmother being a part of the river and being buried miles apart downstream of the river, helped connected their culture and their environment involving the river. Excursions on land and waters were key ways that the Elders could show the young the history and passed down stories of their past; stories that have been missing for generations.
They shared experiences with the children to pass down to future generations by giving them tours on the Kistachowan river. These tours were informational, to teach them linguistics, cultural, historical and geography knowledge. This helped make dialogue and created connections between the generations. The Elders were able to bring back the word ‘paquataskamik’ to the meaning the elders used it for. The excursions took on the same role they had been used for for so many years.
Elders enjoy telling stories and asking questions to give insight into the community and build relationships for the people of Fort Albany and Mushkegowak. They also learned the laws and governance based on their land before the Europeans came in. They described how they use resources for food, seasonal changes based on land knowledge and also the settlements ad gathering places. These laws are still there, but because of colonialism and capitalism they have been cast aside. All in all, the elders try to use the land and river as a guide to show importance to youth members about how to live off of it and how the words they use are important to keep to their roots of their history. These stories that they shared were a step to involving these lessons in the future of the youth; to help the their social and economic well-being stay intact.
Using these ideas to support my teaching is acknowledge student’s history and experiences they have had. This knowledge can be used to better explain the ways they know a subject area; that way as the teacher I am not just using my knowledge but students own history to help teach and in turn help themselves test their knowledge by passing down insight to their peers and the teacher. Parents are also key educators for their children to learn their culture. Children should feel safe and confident to share their experiences of their cultural history. There needs to be a classroom trust in which all students feel safe to share and the others show a respect for the history and culture so that they can all understand and respect the past and connect better in the future.