My schooling has had a huge affect on the person I became today. I grew up with a very Westernized way of schooling and had all white teachers throughout my schooling. It has a strong affect on the bias that I have today but my upbringing also has a big affect on that. Growing up, I would do and believe in things that my parents, sisters and friends believed in because I didn’t know better when I was younger. The media also had a big affect on what I should believe. The books that I read taught me about imagination,love and honesty but they also showed privilege and racism. T.V and movies also affected who I am today. The media and books still have a huge affect on me to this day, but I am getting better at researching what is real and what is false. My father is a Ukrainian Catholic Priest, so I grew up in a very Christian household, where I was taught different morals but still biases were built in me based on family, friends and media. The lens that I see the world though now and what I will bring to the classroom is that we shouldn’t be quick to judge people as we don’t know what they are going though and to live life as best you can. Be honest and kind and open up your heart and you will have a great life. These are the things that I will bring into the classroom. However I still have biases in me such as white privilege, and being quick to judge different people. I am trying to undo these biases by realizing that everyone has their own story and that we need to know both sides of a story before we get to judge or make an opinion about something.
Some “single stories” that were present in my schooling was very one-sided towards white people and not learning about the whole story. Another thing is that we were taught that our high school years was to help us prepare for collage and “real life” but looking back it didn’t prepare us for what was outside of the school walls. School taught us about math and English, but it didn’t prepare us for real life. As a teacher, I want to make sure that my students know the whole story before making a decision and that they feel prepared for when they leave the school. I also want to make sure that my students know important morals such as honesty and respect, so that they can go though life being the best people they can be.
Some examples of citizenship education from my K-12 schooling were: Terry Fox run, magazine sales, volunteering at the nursing home, volunteering, SRC, SLC, etc.
During my elementary and high school years, the citizenship most focused on was Personally-responsible citizen. Since Elementary School teachers have focused on teaching us the basics our responsibility to society as well as the basics we need to live this world (math, English and science). In later years of High School, we focused a bit more on Participatory Citizen- where we had more public involvement such as volunteering, SRC, etc.
I think these two types of citizenship really shape us into who were are suppose to be. Teachers will teach us the basics and then get us to figure out things for ourselves, starting in Elementary School. I believe that when we have a good grasp on the first two types of citizenship, then we can lean towards the Justice- Oriented citizen. Only when we fully understand, what is happening and what needs to change, then we can be the change.
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?
2. What does it mean for your understanding of curriculum that “We are all treaty people”?
I believe that it is important to teach Treaty Education to students who aren’t Indigenous because it is important for settlers and non-Indigenous people to understand what treaties are and how to help fix the relationship with Indigenous People. In Dwayne Donald’s talk- On What Terms can we Speak, he talks about having to create a better and newer relationship and the importance of combining the past, present and future. I agree that it is important to combine all of them, but it is also to learn about just the past so that we can move forward. David Smith said “If you think about the future, you have to work backwards.”In Claire’s Introduction, she talks about that it is important to teach non-Indigenous children Treaty Education so it can help teach and build those relationships. She also states that we have to teach students the benefits and responsibilities that come with sharing land and honouring the long history of the place.
To me the term “We are all Treaty People” means that we are all on this land and we share this land and we all must come together to strengthen our relationship with each other. We signed a agreement with each other and each side must abide but that agreement in order to achieve harmony and peace. The treaties affect all of us whether we are Indigenous or not as the settlers also signed the treaties. Once we come together and fix our relationship, only then can we achieve the full meaning of “We are all Treaty People”.
- Throughout the article, you see reinhabitation and decolonization through starting to use the original language with the words, getting youth and elders to work together to re-learn the way of the culture and the importance of the river and the history of the river. I really like the idea that elders and youth are coming together in the Mushkegowuk Cree culture and that the Elders are teaching the youth their ways of life and decolonize the culture and traditions.
- I really like the idea that the river holds stories and traditions and that it is an important part of the culture. In the article it talks about how people learn to hunt, fish, navigate, etc with the river. Near the end of the article, it also talks about how the river is a cemetery for the people that have died and that holds another special spot for people with the river.
- I feel like this article is important for new teachers to read, as it holds many ideas to teach Indigenous ways of life. As a new teacher, this article really shows the history of the Mushkegowuk Cree culture.
Over the past century, Curriculum has changed drastically but also has stayed very similar to the past. In order to understand why the curriculum is how it is today, we need to understand the historical roots of curriculum. In an article by Peter Seixas, A Model of Historical Thinking, it talks about the different countries that influenced the curriculum of what History teachers were told to teach at different times. The article breaks down curriculum influences from Britain, Germany, The U.S. and Canada.
When talking about the different countries, the article talks about how each country affects the other countries in terms of the curriculum they believed was important to teach about in History classes. They are all interrelated with the beliefs and the curriculum taught at the times. One section of the article titled Historical Significance talks about how people choose what to teach and learn from all of history. Who deems what is important and what is not? What events are deemed historically significant? These are questions that Peter Seixas talks about in his article A Model of Historical Thinking.
In this first assignment, I am going to look more about the Historical Roots and the Curriculum and go deeper into what those are and what people thought were important to teach students. I also want to research if the way that curriculum was taught back then is still relevant to today and if not what we can do to make curriculum better.
Peter Seixas (2017) A Model of Historical Thinking, Educational Philosophy and Theory, 49:6, 593-605, DOI: 10.1080/00131857.2015.1101363
According to Tyler’s Theory, if you know the end result, everything else will be fine. He wanted a practical approach to school and curriculum and the end result for all students to be the same. During my school years, I have noticed Tyler’s approach without knowing who he was and why the schooling was how it was. Throughout my schooling, everyone was taught the same thing and as a student who wasn’t always the fastest learning, I had to get some extra practice and stay inside at recess to finish up some work. The main subjects taught were English, Math and Science with little emphasis on Art and Music. Art was a elective you could take in the upper years but there were no music classes in high school. During school, they wanted everyone to think the same way and if someone had other opinions or if they couldn’t learn as “fast” as others they would get into trouble. Teachers were focused on the end result more on how children learned. My schooling taught me that teachers really take the curriculum seriously and don’t venture outside the curriculum. Tyler had such a huge effect on the curriculum that his theories are still used today.
How does Kumashiro define ‘commonsense?’ Why is it so important to pay attention to the ‘commonsense’?
Kumashiro defines “common sense” as the idea that people “understand the way things are supposed to be, not the way they could be.” It is the values and beliefs that people are taught at a young age and are supposed to stick to those values and beliefs and if someone doesn’t know what those are they don’t have “common sense”. Common Sense is also described as “the unspoken expectations and assumptions of a society”.
It is important to pay attention to common sense because it is important to understand how other people in different countries are taught and what they believe in. Everyone’s idea of common sense is different than someone else’s so it is important to know that and to know that if someone doesn’t have your idea of common sense that doesn’t mean they are stupid or naive, they just have a different understanding of common sense.