Here is the link to my final project https://www.youtube.com/watch?v=aoUcIzEcTkA .
Thank you for a wonderful semester and helping me understand curriculum.
Here is the link to my final project https://www.youtube.com/watch?v=aoUcIzEcTkA .
Thank you for a wonderful semester and helping me understand curriculum.
Sooooo… At the beginning of my video I said ECS not ESCI do not worry it is the correct video… my bad….
Here is the link to my video https://youtu.be/ZKYe2l7WPDA .
The resources I used were: my visuals, Braiding Sweet Grass, David Orr, Making (some) Sense of Feminist Post Structuralism in Environmental Education Research and Practice, and course material.
As I think back to my math classes that I took I cannot think of any ways I was oppressed or discriminated but I do remember other students being treated wrongly. I was not too bad at math and always caught on to what I was doing. There were students in my class that were treated unfairly because they did not understand math in a good enough way for the teacher, it took these students twice as long to complete the assignments. The teacher would get frustrated with how long it was taking the student to finish so she/he would get upset and make gestures showing frustration. Not once did any of my teachers call any students down or say they were stupid or anything like that but they did have gestures that showed that is what they wanted to say.
There are many ways that the Inuit Community has challenged Eurocentric ways some of which include changing the way numbers are being said, instead of English use the Inuit languages. Throughout different cultures they have different symbols instead of using lines or dots, changing the symbols to help the children understand different ways to do math. Another reason could be that each culture has different tools in solving problems. This is a way for children to change their thinking from their what we call “original” way of thinking to something that involves different cultures.
In the article Making (some) Sense of Feminist Poststructuralism in Environmental Education Research and Practice written by M.J. Barrett I really connected with the Discourse portion of the article. In the first paragraph it talks about seeing your students as a “sense of wonder”, I wondered what exactly this meant, could I relate this to my students. As thinking about this statement through an environmental view I thought about how my students will be viewing the world. My students have a mind of their own, they will think of things ways I do not even begin to think about. My students have a “sense of wonder”. The set of beliefs, understanding, and specific language in texts are ways in which my students will have that “sense of wonder”. Every person no matter what age or what grade level will interpret something different out of the same statement, same picture, same belief, anything. As I think about myself I realize that I have a “sense of wonder”, I interpret pictures, text, beliefs all differently than someone else does. The statement or term “sense of wonder” is a great example of this because I interpret it as having your own mind to do and express what you want yourself. This could be something completely different to someone else thinks “sense of wonder” means. In the environment I create a “sense of wonder”, all the questions I have as well as all the thoughts I think when I am intact with the environment. My visual shows my “sense of wonder” in the world. I am looking into the ocean on a beach with soil around to show how my environment is always changing depending on where I am in the world. My “sense of wonder” is always changing just like it will be changing constantly with all my students.
When I think about my childhood place I think of my grandparent’s farm. My Grandpa or what I call him Pa raised pigs for many years when I was little. He had just got rid of them when I was around sixteen. I remember standing in the middle of a pig pen waving to last set of pigs leaving the yard. The pigs he had were not pink pigs they were black and brown wild pigs. Being little maybe about four or five I remember going to help my dad, pa, and uncle put up the pig pens. The day my Pa got the pigs was the happiest day of my life. I remember going up to the wire and my grandma or what I call her Nanz telling me not to touch the wire because it will shock me, I was looking at the pigs naming them. Years and years after that always going to the farm to help Pa feed the pigs but I would never go into the pen as I was clearly too little to understand. As a child this was my favourite place to be. I always wrote stories about going into to see the pigs in my classroom assignments. There are many stories I have about the pigs escaping, one of which is what made me realize these pigs are where I have grown up. It was the middle of July my family was camping. My great- grandpa Opa was feeding the pigs while we were gone, let’s just say he forgot to close the gate. As we were driving down the grid road I asked my Pa why he moved the pigs into my Uncle’s yard he said he didn’t. That is when we realized the pigs got out. My Pa had about five hundred pigs, he had many different pens for them depending on how old they were and if they were just babies. The pen that had gotten out there was eighty four pigs missing. How I remember that number is beyond me. The way my adrenaline was running was crazy, Pa handed me a ladder and told me to hold this, if the pigs run to me try to block them with the ladder just so that they turn around. This is exactly what I had done. After about three hours of getting seventy pigs back in we were still missing some. We had no idea where they went. Days later Pa was hauling food to the back and the pigs that were missing just followed him right into the pen. I have many stories with these pigs that have really been a great bonding experience with my grandparents. This was one of my favourite childhood places to go and I could not be happier to have had this experience.
When I was younger I cannot think about a specific story that was told when I was in school beside the fact that the white guy was always right. Now, none of my teachers actually said that but it was pretty obvious that is what they had meant. When we would be reading out of a textbook or reading a novel nothing had ever been based on first nation or metis culture it was all about the white. I never got taught in school until university a little in my first year but lots in my second year how my family as settlers took the land from the first nation and metis. I never knew the land was split up into treaties before provinces. When I found this out I was mind blown because this was never taught to me. I also never got the option to go into Native Studies in high school because I was automatically in history, even so I do not know if they would have even talked about who had the land first. My history teacher was a white male he also taught native studies so for him to teach how he a white man was wrong in what had happen through his family would be hard so I do not know if they ever did. My friend took Native Studies and she had said it was like she was taking history everything was the same as what I was learning. This was just confusing to me. I feel like before my second year of university I had those lenses and now those lenses are starting to go away. I do not want to bring those into my classroom as I want my classroom to be open to all my students. Taking resources from everywhere and everyone no matter who they are will be important for the way I teach and how I teach my students. I do not think I can ever unlearn what I have been taught but I know how I was taught and I can only fix that for my students. I feel like if I am teaching something about the history I will need to open my eyes wider to look and make sure I am using different resources, maybe bringing guest speakers into the classroom to help work away from my biases that I have. Teaching my students differently to open their eyes right from the beginning so they are not struggling like I am in their futures is my goal when it comes to diversity.
My first visual told my story about my own road trip throughout the mountains it related a lot towards the Braiding Sweet Grass by Robin Wall Kimmerer. In the last paragraph of the article the quote “A teacher comes, they say, when you are ready. And if you ignore its presence, it will speak to you more loudly.” This beginning of this quote was something that I connected too right away. It is very important when it says “A teacher comes, they say, when you are ready.” You cannot be ready to become a teacher when you yourself is not physically or emotionally ready to become a teacher. Now that I look at my visual along with the reading in my writing piece I have noticed that throughout my education classes and getting more knowledge within my classes I have taken more thought into the rest of the thought by Wall Kimmerer. When Kimmerer talks about when you ignore your call it will speak to you more loudly it speaks to me loudly. I have always wanted to become a teacher but I have thought about opening up a business before, every time I think that way something gives me a feeling that says no my calling is to be an educator.
My second visual has been relating to the theme of Liz Newberry’s article on Canoe Pedagogy. The theme relates to my writing along with Newberry’s article in that wilderness is different to everyone and every person has a different view on wilderness. Having students understanding there is no specific definition to wilderness, some may think the canoe trip had to do with wilderness others do not think that. My writing along with the visual has a picture of the world to express wilderness and my own view on the wilderness. This challenges my thinking to think about what happens when I do become an educator in two short years and have to teach m students about wilderness. This gives me thought to have an inquiry question that will help my students explore in what they believe wilderness is. Throwing other questions to expand their thinking like my thinking was expanded. Asking the questions if wilderness could be indoors? Could wilderness be two steps out my front door? Asking the students more questions inside the inquiry question to adapt their thinking, maybe challenging them to reach other to family members help as well. The second visual after looking at it again changed my thinking about what I can do as a teacher to help adapt the understanding of wilderness to my students and maybe their parents as well. This visual has changed in expanding my thinking in ways a never thought about.
My third visual with whiteness within the environment, explains about how and why whiteness has affected me in my own personal life events. In the article The Whiteness of Green written by McLean a quote that really struck me was at the bottom of page 359 and top of page 360 stated “There are many examples where Canadian photography, art, and film projects have portrayed wilderness as an empty space, erasing the presence of millions of Indigenous people across this continent (Baldwin 2010)”. This quote struck me because my relationship with whiteness in the environment has a lot to do with examples where Canadian aspect. I found in my class I learnt how the first nation content related to where I live and opened my eyes to see how lucky I am. I also looked at the quote in being another way to look at Canadian ways of wilderness throughout the eyes of ourselves as well as first nation and metis cultures. The third visual really got me to relate in how I have looked at different cultures related to whiteness.
Reading through my three visuals I have realized that in every one of my visuals I have talked about different adventures that I have taken part in throughout the environment. I am going to talk about the environment but in each I was talking about the wilderness outside. All of my experiences I have done out in the wilderness that I have talked about have to do with other people in my stories. I never expanded my thinking into the wilderness indoors, nor have I thought about what I have done within the environment by myself. I talked in visual two about how we do not really know what the wilderness is but I never took that farther too really try to expand my thinking to the environment and to the starting question points. My visual one and visual three really relate to me stepping outside of my comfort zone to experience something in the outdoors.
McLean, S. (2013). The whiteness of green: Racialization and environmental education. The Canadian Geographer, 57(3), 354-362.
Newbery, L. (2012). Canoe Pedagogy and Colonial History: Exploring contested spaces of outdoor environmental education. Canadian Journal of Environmental Education. 17, 30-45.
Wall Kimmerer, Robin. (2013). The Sound of Silverbells, in Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge & the Teachings of Plants, pp. 216-222. Minnesota, MN: Milkweed Editions. (Handout & GC)
At first when I was thinking back to how my life related to whiteness in the environment I could not think of a way that I have done something that could relate to this topic. Then last year I took my first year in Yorkton, Saskatchewan through the college there. The educational classes that I had taken there were through the First Nation university. I only took one educational class there and it was formed around First Nation content. So, even though in the education classes here we talk about first nation content, how to teach it along with what to teach this was more in depth with that concept rather than the actual work. It was first nation first other stuff second whereas we go the main concept first then first nation unless teaching specifically first nation contents. With this course we got to go outdoors a lot and do touring and understanding the first nation culture to a deeper understanding. As my teacher was first nation he showed us many pictures of reserves and with that in itself I felt extremely lucky to be who I am. We also went out and helped make a tepee where all of us students go to experience what those were like and how they were to make them. The whole experience made me realize how different life is between cultures and how whiteness is viewed throughout the environment. I never would have imagined the environment being considered as having whiteness apart of it.
What examples of citizenship education do you remember from your K-12 schooling?
In Elementary School I have different two principals and two different vice-principals. I recall my first vice-principal had a lot of ideas to have the entire school taking part in something together. I remember one year each class had to wear white or red and we sat outside in a certain spot, it said 2007 with our bodies. In my elementary school we did a lot of buddy reading along with different school based activities for the entire school. On Halloween we would have a buddy in a younger or older grade and we would crave a pumpkin with them. We also had a thing called Survivor where we would move all the desks into the gym and have different activities depending on the theme. One year we did around the world so grade eight students led each activity. Everyone was in a different color group to mix up the grades. We went around to learn something about different places all over the world. It was a great experience to learn with children who are not from your class, we also learnt many different things in a fun way. Other than group activities I do not recall doing anything out of the ordinary to relate to different cultures.
In High School we did something called RCR which is Raiders connecting Raiders, you were in a group with various students from all grades and had the ability to connect with students who have come from our school from places around the world. Other than that I do not recall any specific times that our school did something as a school connecting to citizenship.
In both schools we participated in the terry fox walk as well as raising money for various charities, and had dances as schools but nothing into different cultures. Besides the fact that we sang O’ Canada every morning and in elementary school we would say the Lord ’s Prayer.
Explore what this curriculum made (im)possible in regards to citizenship.
It is hard for schools to relate to citizenship with the curriculum but different school activities with raising money for different charities as well as singing O’Canada and saying the Lord’s Prayer. It is not impossible but it is challenging in regards to citizenship.
It is important to teach treaty education to all students so that every child gets to look at where Canada began. It is okay in my mind for parents to disagree with my teaching, it is important for children to learn from teachers as well as parts, so that the child can form their own opinion. I believe the purpose of teaching treaty education to students does not affect how many treaty families there are in your class. You should teach about treaties even if there are no First Nations in your classroom. Everybody in Canada whether they know it or believe it or not they are all part of a treaty and are treaty people. Teachers, as well as students, as well as parents, as well as other family members need to learn and understand what happened and what made it so historical. Though there were Residential schools and some families members went to them it does not give you the full take on the history. Yes the history may not be good it is still important for us to understand the why. As people we cannot be in reconciliation. We as people of Canada need to be spreading the truth of what happened. We cannot reverse it we have to admit and embrace it even if it is something we are not so proud of.
“We are all treaty people” to me means that well at first I did not know, I always thought no it does not. But after classes about treaties and participating in the blanket exercise I understand that we are all treaty people. We all live on the land where once it was all treaties. I was never taught about the treaties in school so this is something that is brand new to me. I feel as if it were taught in my classes the relationships in school between first nation and non-first nation people would have been a lot different. Eventually I hope everyone will have enough knowledge about the treaty lands and how settlers got there that we can all be one. Even though we may believe other things it does not affect that we are all human beings.