Week 7:

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?

The aboriginal population in your school should not effect how much treaty education is present inside your classroom. During my high school experience I remember hearing the same information about First Nations, Metis, and Inuit content and perspectives. It was not until being apart of the faculty of education where I started to learning new First Nations, Metis, and Inuit content and perspectives which helped me open my eyes to a new way of learning making it very important for students in high school to have these opportunities and not have to wait until university for these learnings.


2. What does it mean for your understanding of curriculum that “We are all treaty people”?

Saying we are all treaty people makes sense to me as we all live on treaty 4 land and it is sad that many people do not know this.  This phrase is not a one sided statement as a treaty has to have two sides coming together for a common agreement.


Week 6:

1. List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.

  • Re-introducing and re-learning traditional Cree ways and indigenous knowledge so help benefit students learning. There was a major importance of place based learning to the Mushkegowuk Cree peoples.
  • Going to and on traditional lands to help let students build a connection with the land and their learning.  Having a connection to nature is very important to social, emotional, physical, spiritual and intellectual development.
  • reinhabitation and decolonization depend on each other

2. How might you adapt these ideas to considering place in your own subject areas and teaching?

As a physical education major I think it is important to incorporate indigenous games and sports  to help promote an inclusive classroom which can lead to more engaged students as well as a better learning environment. We also have to branch off from just playing lacrosse as an indigenous sport just because its roots go back to indigenous people. We need to be able to try new things and adapt new games and ways of learning. There are so many different ways to adapt indigenous ways of learning and play in the classroom. I have been lucky enough to partake in the blanket exercise twice now and both times it was a major eye opener as I was able to develop a deeper understanding the second time.  Giving students these types of experiences can be very beneficial in there learning journey as it helps give a different perspective that can be hard to understand. This article also showed the importance of place based learning as it helps student make a connection to what they are learning whether that means going on a nature walk or going and seeing a certain place.

Week 5: Curriculum Government

Before reading: 

I would like to believe that a group of individuals which would include teachers, administration, parents and students that would come together to create the school curriculum but I know that is not the case.

After Reading:

After reading this I learned that the school curriculum is developed by the government with little to no say from who will actually be using it in there classroom. Updated curriculum is based off of past curriculum which helps improve continue development. I found this article to be very political which made it hard for me to get into as I am not interested in politics at all. That being said I found it very strange that the ones who use the curriculum in there daily work lives are the ones with the least about of say in it.

Week 4: Am I A Good Student?

Commonsense is unwritten cultural based knowledge that is understood to be known by everyone. Being a “good” student according to commonsense is someone who is quite and listens to the teacher, is on time for class, participates in class discussions and attends school regularly. A “good” student also can show a clear understanding of the curriculum.  We would be blind to think that these typical “good” students do not come from privileged homes where these exceptions may be a required at home as well at school. As teachers if we go into our classrooms with  expectations to have a room full of “good” students and have lessons prepared for those kind of learners we are shutting ourselves off to a whole other group of bright students. The definition of being a “good” student does not allow for multiply learning styles and diversity that will be found in every classroom.  We need to start breaking these social norms that are thought to be “common sense” and ideal for the present classroom and learning environments. One of the most powerful aspects of school is the diversity of students and the different backgrounds and experiences they bring. If all students were the same and fell under the umbrella of being a “good” student it would cut the growth and development in every student.