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?
Regardless of the amount of Indigenous children attending the school, Treaty Ed is still in the curriculum to be taught. It also more then just the curriculum. This is the kids history and if you don't learn your history its bound to repeat itself as we have all heard the saying before.
We learn through stories. Treaty's our are story and we must pass our stories down generations for knowledge. Even if a school does not have Indigenous peoples attending, it is still a process that's being reconciliated and kids need to be aware of that.
We listened to Claire this week and how she has incorporated Treaty Ed into her curriculum. This was a great video to go off of the benefits of teaching treaty ed in the classroom regardless of the amount of Indg. kids in the school. These kids are young and it something that happened before they were even born and they livee to own up too it. I believe this video shows the strong effects and impact of the Treaty Ed. Curriculum. She made mention of story of how hours after her lecture on residential schools, one of her children out of the blue just said to her how she was happy she didn't go to a residential school. I feel like that is a big moment as a teacher as you know your lecture has been taken in when the students continue to think about your lecture after it has happened.
I feel this ties into importance of teaching Treaty Ed to all and shows the impact it has. Kids should know what land they are on and how things have come to be.
2. What does it mean for your understanding of curriculum that "We are all treaty people"?
We all live on treaty territory, everything we have is on treaty territory therefore making us all treaty people. Treaty Ed is 20% of our curriculum and its our jobs of teachers to teach it. As teachers we can incorporate Treaty Ed into different subjects to get a stronger and more beneficial method across for children to truly gain deeper concepts on the topic.
alA) identify, recover, and create material spaces and places that teach us how to live well in our total environments (reinhabitation)
When entering a school you are going to find a variety of personalities between kids, you are going to have kids with different skills, different talents, and different imaginations. Just because one kid doesn't act like the rest does not make them a "bad" student.
Our school system has a way to think that all children are to act in a "school manor". Behave appropriately and such on. It is the feel of the school and society to make sure all students act "good". Schools expect student to not question/challenge what they are learning. They expect all students to sit back and take in the learning, do their work, so on, it just common sense. But is it really common sense? It is because that's the way society and education make things to seem and common sense is created by the society around you of what the good and bad is. Society is built to dictate the way you think and its been drilled into our education programs.
After all students are going to school to learn, not ask questions about what they are learning. Teachers are given the resources that they are expected to teach throughout the year, assigned certain books that the students must read, leaving students to question why they are reading the material they are reading. Is it because it is interesting or because they have to do it. Through my teaching career I am sure what I am teaching will be questioned by a student. Why are we learning this? What is trig going do for me later in life? Why is the relevant, do we have to be going through this? If you have the answer why can't you just tell us? I don't know quite how to answer all these questions but they are valid questions in our system.
Heck maybe I should start figuring out what to say.
This system does not work for the students who think differently, in a creative, imaginative pattern. Kids who struggle with crisis of finding the way they are doing things is wrong to the way that the school wants it done suffer. When they come to the realization that what they thought they understood something, they will face frustration, confusion and potential other feelings. The common sense of the way to be a good student fails for all students who think differently, the curriculum is set the same for everyone, but everyone thinks differently.
Beginning to look into my assignment #1 project I am thinking of heading in the way of discovering more about William Pinar and looking into his work and what he is interested in. I am liking the way he puts his perspective on things so far looking into him that I feel this may be a enjoyable topic to continue to push through. "I am interested in each of these but – as a curriculum theorist – I am less interested in how teachers teach than in what they teach, what students learn (and what they don’t), the impact of standardized assessment on teaching and learning." He looks a lot into curriculum and seems to know it inside out.
William Pinar has written multiple books that university students are studying out of on the daily to push towards pursuing their future career in teaching. Some of his books sound familiar and I am pretty certain that I may have one of his books around, so I look to go further into this by looking into his books and find where the passion he is all about for curriculum comes from through his writing. I look to further my research on him through more searching through resources online and offline through his books.
Teachers often build a syllabus hand it out and that's your guideline for the year. The teacher then turns that syllabus to teach out their whole course. This has been the way majority of classes have run I have found. Your handed a syllabus first day of class and then that is transmitted to the way that the course is to run. It can be quiete stressful too look at and feel like a lot and overwhelming, and can also sometimes be subject to change. Which can be frustrating as sometimes the teachers syllabus will not fully go as planned, perhaps falling behind in lectures, not taking into mind exactly how fast or slow a lesson will go. However if everything does fall on time its nice for the students to follow to have a organized representation of what they are doing when and what is due coming up and work they need to complete by days. "Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit" . The whole semesters planning is done and you must stay tight on the course being taught to keep the syllabus transmitted to the course tight following the curriculum.
Curriculum as a Product
When curriculum is treated as a product it is broken down to "involve detailed attention to what people needed to know in order to work, live their lives and so on." It provides a clear notion on what is to be done and the outcome expected so that the content can be organized and the results can be evaluated. Organization is the key factor an most appealing attribute of this way of the curriculum. The problem with this although it is organized it can be hard on learners. As you are told what to do and exactly how you are going to do it. This can be hard on learners as some must use their creativity to best express their work and don't want to work on a strait line where they can not do their own thing. This can be a pro for some students who need this sense of direction, where they need to know exactly what to do and how to do it to give them a better sense of direction for completing a task. I have not noticed this type of curriculum in my learning to much but is slightly there. Teachers have assigned work to be done a certain way and no other, which can be frustrating, but if the directions are clear on the way things are to be done can be beneficial. If you lack the skill to translate the way that the teacher wants things done, students can fall in trouble and fall behind and not do well on the assignment. Everything has to continuously be broken down into smaller units which some learners may not be able to process.
Curriculum as a Process
"Teachers enter the classroom or any other formal educational setting with a more fully worked-through idea of what is about to happen." The way this curriculum works not quiete by saying curriculum is a process but more of what experience they get out of attempting of putting educational proposal into a practice. This way is not all about materials and a syllabus to follow as guideline for the course as much. Its about translating educational ideas into testable practices. This package is not designed to be delivered almost anywhere. It comes nicely as the teacher and student must work togheter in this practice of curriculum which can benefit the teacher in understanding the students and the outcomes and experience they need to learn best.This can become a problem though of focusing on the experience that the context that needs to be covered for the exam may not be greatly covered. Another problem with this method is quality of teacher, the teacher needs to be dedicated into this in order to get it done and must be full of wisdom. This system can make learning for enjoyable and help you take out more if you have the right teacher for the job, I am very unaware of this system as I have never personally followed it, heard of it, or experienced it. I feel this may be a nice way to have teaching to help take information in and have it stick with me through good experience in classroom. Rather then study strictly towards the exam and dread and stress upon the information I am forced to soak in.
Curriculum as Praxis
The main aspect of this type of curriculum is communication within the classroom amongst each other. This can work very well having students take knowledge and wisdom in from one another to see things from different perspective and putting it to practice. "In this approach the curriculum itself develops through the dynamic interaction of action and reflection." This practice is good on a social aspect to encourage kids to work togheter, and explore knowledge and ideas amongst each other. This curriculum sounds to be about group work what you see used in every class. I find this educational perspective at going at ways is very beneficial. Sometimes when students are lost working with other students can help provide the reinsurance to get back on track and understand the process of work that they need to accomplish and get a better understanding for the topic by it being explained to them by someone who is learning it as well. Working with groups you always do face a kid avoiding to do it and depending on group members to complete for them and some children may get lost in their group work if they do not fully understand the work and their group shuns them out. However working as a group is vital to life and I believe this type of understanding for curriculum is more dominant then others as its a easy way to help learners help each other out for the best understanding of the topic that they are covering.
Common sense is what we live by without thinking about it. We use common sense in our everyday life to get through our day. Our Common sense is built around the community and society we build ourselves into. Common sense is what makes us fit into our community. Kumashiro gave the example of teaching in a different country in a school where the students common sense was built differently then the teachers. The teacher was trying to teach in the way that has been signed off by the people of power of where they are from. However the students call the teacher out for teaching "wrong" as it did not swith the sense they have grown without thinking about it, tattling to other teachers that they were being taught wrong.
It is important to pay attention to common sense to take in the surroundings and community to fit in and understand the mind of the people around you to figure out how things work. Giving you the benefits of knowing what is "good" and "bad", and what to do without thinking. It is essential as a teacher to always take in and adapt to the way children work to get the best teaching benefits in to educate the children in the way that works for them best in the end and that may involve adapting different strategies to teach about the different curriculums.
i) When the idea of being Canadian comes to mind, we often think of it as our pride. Think of it as ourselves, selfishly. We don't mind to think of what we come from, or where our land came from. Our land is on treaty territory, all of our land is actually treaty land.
Treaty = Canada.
The normative to fellow class mates stories as I look around are similar to mine, forgetful. Forgetful to what land we stand on and where this country truly comes from. " Oh there he is #10 in the black and red panthers jersey. He lines up at the face off in his hockey stance, the referee drops the puck game on. Kish-kish I hear the sounds of the skates cutting through the ice as they race for the puck. The players skate so smooth they make it look easy tight turns and transitions as they speed to the net. Don’t worry Rick will stop them I think to myself." As Jaclyn says, the idea of a game is what up-rises the Canadian spark to Jaclyn's young eyes. United to the game and cheering of hockey.
My story relates with Jacylns revolving around the same idea, the great hockey game. "The teams are soon to set their skates upon the ice surface for warmups as the stands are already packed. As team Canadas skates glide onto the glistening ice, the crowd goes absolutely wild. The energy in this building is so high I can’t help but become apart of it." My area of focus of feeling united by a crowd to watch a game is very similar as to Jaclyn. At this time I only saw being Canadian as in the moment and not so much as the pass.
Seems to be that myself and Jaclyn's stories relate to Scott as-well to the cheering with Canadian Pride. "All 40,000 fans are charged up by a human sized gopher getting the Green and White Army chanting “Go Riders Go” at the top of their lungs." Prime example of how we represent being Canadian as doing so in united together.
These story's unite together to show our views of being Canadian by showing how sport brings out pride and provides evidence of how to us we feel being Canadian is shown by being unite with pride. Producing cheer in their story lines. None of these stories include mention of treaty or where we got the land to play our beloved games on.
ii) Not all peer stories relate topic wise to stories posted above. Emily's story on her outdoor experiences stay away from Jaclyn, Scott and my-selves story line of sports and looks toward the great outdoors. "That summer day was when I realized that home is so much more than just a house; home is feeling. Home can be anything that ignites a feeling of warmth, family, and love."
She provides that home is where the heart is and gives us sense of her outdoor love, fishing with handmade fishing rods with her father. Her story is based in the outdoor beauty of treaty land with no acknowledgement in her writing of being on it.
As in "Is everyone Really Equal?" says "Humans are social beings who depend on the humans around us to make sense of our world"(43) opens up a perspective on how we open up our world, learn from it. "We are always wearing our cultural glasses and cannot truly take them off" (43) Scott, Jaclyn and my stories all seemed to keep our cultural glasses on how the "Canadian Culture" of being a spectator at a sports game best describes our "Canadianship". We need to maybe change our "glasses" though to stop silencing the true land we stand. We sing "O'Canada! Our home and native land!" Prior to every sporting game, but do we truly recall whose land we are standing on or make any mention of it. Lets not forget where we come from and be sure to be aware of it and share awareness.
Sensoy, O., & DiAngelo, R. (2017) Understanding the Invisibility of Oppression Through Sexism. In Is Everyone really equal (2nd ed., pp. 43). New Yok, NY: Teachers College Press.
Are you white? Maybe you are not. But if you are, how does the word, white, make you feel? Can not make you feel to uncomfortable I assume, as it is seen everywhere. White walls, white dresses, white advertisements, white people. White is everywhere, you get the point, or do you?
What even is white fragility? Well if you feel a little uncomfortable just reading this, that is your definition, but don't feel bad, I feel uncomfortable just to be writing this if that helps. It is not a bad thing to feel uncomfortable about the topic of white fragility and to think/know that you take place in white fragility, as it just means you are aware to the topic and now you are thinking about it. After all it is what we have been growing up with upon birth.
Being white means a lot of things. Usually means better health, better wealth, better social status, "white rights" and so on. Just Because you are white does not mean you cant be sick or in poverty or have poor social status as a whole. But there are a lot of things that can be dealt to you. And being white is not a bad thing to be dealt your way. Yes you may have not asked to been white, may have not asked to be privileged but it is what you have been born as and your honestly not going to complain. You do benefit from white privilege. Although we really don't like to say it, admit it, do we? It is the belief of natural innocence we have of being white that directs us to the denial perhaps.
You may have noticed the term white repetitive above and perhaps felt the same discomfort as I have felt writing this piece, what is okay, recognizing discomfort about white fragility is the beginning of being aware of it. If you do not feel discomfort on questioning from white fragility, you may just be having none at all or in total denial of the word existing. If so perhaps you should be looking more into it.
"The solution to white fragility, she says, is to build up stamina; just as with exercise, that involves doing the painful task over and over again until you get better. So try it. Say "white." Say it to white people." -Global Mail
Engine roaring, windows down, car flying, music blasting. Charming wheels of my Nana's candy apple blue, metallic painted, glistening, 1984 Camaro Z28. I called it a racecar. Out for our normal cruise to explore and find cool parks, searching through my Nanas endless CD book for her Aqua CD, so i could play my favorite song, Barbie Girl.
A minute passes and ahah, there it is. Gracefully glide the CD out from the cover and insert it into the CD player and skip to the 3rd track. My Nana knew exactly what i was doing, the intro began, and our voices became one to unison with the song. Belching lyric for lyric getting hyped up as the song went on.
After the song finished my Nana turned the volume down and told me not to tell my friends at school I like that song. Not to be rude, but to look out for me. After all I got picked on the previous week for having nail polish on, I guess cause boys are not suppose to like that.
Side Note; I still listen to the song, its an absolute banger.