FE2 Personal Statements 

After sharing and reflecting on your lesson plans in class, what insights about lesson planning and lesson delivery will you carry into your next placement (eg: focus on improving the timing and pace of lessons, etc.)?

Time management when delivering a lesson is so important and after some reflection I see myself spending more time pacing certain activities. I noticed that small things like a lab cleanup take quite a lot of time, while other tasks that seem big are completed quickly. Understanding the dynamics of a class, how well students collaborate and the wide range of abilities present, all influence how a lesson should be planned and/or delivered. For my next placement, I want to spend more time using a range of instructional methods while also being mindful of the time each activity and transition will take, so that the consolidation part does not get rushed or left out completely.  

How has the fractured relationship between First Nations and Canadians changed over the last 150 years? Feel free to express what you currently know, or to do some background research.

In the past 150 years, a lot has changed, however a lot has remained the same. Everything began with Colonization which saw the displacement of many Indigenous peoples from their land. Then there came assimilation with residential schools and other laws that tried to erase the rich culture these people possess. After time focus shifted away from this as more people became aware of the horrible conditions and a movement towards acknowledging indigenous rights began. At this point, we are in the stage of apologizing for past wrongs and are slowly beginning to make up for these horrible wrongs, however, there is still so much to do. Even now many communities do not have clean water, having Indian status is still a thing and it separates many and the idea of reserves/Indian agents reminds us that although there has been change, many things are the same.

Why do you think it might be difficult for non-Indigenous people to do the territorial land acknowledgment?

Given that the person giving the acknowledgment is not from that land or territory there is a disconnect. Further, a non-indigenous person does not have the right to welcome people onto a piece of land they do not belong to and so many times this is more of a formality, making it difficult to have the same meaning.

What do you personally hope to learn more about Indigenous knowledge and ways of being?

I want to learn more about how our current knowledge is influenced by these ways of knowing and the ways that STEM is viewed from a traditional lens. Many times we confine ourselves to textbooks and other more traditional sources of knowledge when there is such a wealth of knowledge from sharing and talking with knowledge keepers. 

See FE2 Guiding Questions 

Why is it important that educators understand the importance of the tragic history of Indigenous children in Canada? 

It is important to recognize the importance of this tragic history for many different reasons. First, the inequalities and trauma associated with this history are still present even today. This means we must not only understand but take action. Second, although the residential school system was in no way a school, there were still lessons and people in positions of authority. To call these people teachers would be a gross misuse of the word however associations can be made given how these places were structured. Knowing this and understanding the intergenerational trauma present, we as educators have a responsibility to make Indigenous students feel they are in a safe learning environment that values them and their identity. 

What are YOU going to do about it?  What is YOUR plan of action for teaching and learning?

If I have learned anything so far in terms of making plans for teaching/learning it is that you must know your students. I plan on fostering good relationships with my students and will listen to their interests, opinions, and struggles. I also would like to see if students can have a place to smudge when they want to, as many times these spaces are not available, especially in urban school systems. Finally, I want to further volunteer my time to Indigenous communities so that I can learn more from them and possibly share some of my own experiences as well. 

See FE2 Guiding Questions 

See FE2 Guiding Questions 

In week six, you were asked to select two of five readings by Foundational Thinkers in Education- John Dewey, Paulo Freire, Henry Giroux, Dwayne Donald and Maxine Greene.  Using your two chosen readings, consider the following:  

How do the authors perceive their current state of education? How do they envision what education could be? How do they envision the role of teachers? 

Dwayne Donald 

The authors perceive the current state of education as an institution that is deeply rooted in colonial ideologies and structures, and see this as a barrier to repairing Indigenous-Canadian relations. Further, they believe that education is perpetuating colonial worldviews and practices, such as relationship denial, through curricular and pedagogical approaches (Donald, 2022). They argue that this perpetuation of colonial ideologies obstructs the growth of healthy and balanced Indigenous-Canadian relations and undermines the possibility of meaningful reconciliation. The author envisions education as a process of unlearning colonialism and embracing Indigenous wisdom teachings of kinship relationality (Donald, 2022). They propose that education should honour other ways of knowing and being, beyond Western-centric perspectives, and prioritize the recognition of an interconnectedness with both human and more-than-human kinship relations (Donald, 2022). They see the role of teachers as central to this transformative process, emphasizing the importance of educators in facilitating the unlearning of colonial ideologies, decentering colonial perspectives, and fostering relational renewal based on Indigenous teachings (Donald, 2022). Teachers are envisioned as guides who facilitate learning experiences that promote holistic understanding, respect for diverse ways of knowing, and the cultivation of balanced and interconnected relationships.

Dwayne Donald (2022) A Curriculum for Educating Differently, EdCan Network. 

Maxine Greene 

The authors perceive the current state of education as being deeply affected by societal situations and a prevailing sense of powerlessness and apathy. They criticize an educational system that they see as prioritizing conformity, standardized testing, and adherence to traditional norms over critical thinking, student agency, and meaningful engagement with complex issues (Greene, 2005). A statement is made that many teachers feel overwhelmed by the challenges they face and may succumb to a sense of helplessness, leading to a conservative approach to teaching that avoids controversy and innovation (Greene, 2005). However, they also highlight the importance of educators who remain committed to fostering critical thinking, social justice, and diversity, despite the pressures they face.

The authors envision education as a space for imagination, creativity, and ethical reflection. They advocate for an educational approach that embraces uncertainty, encourages questioning, and cultivates empathy and understanding (Greene, 2005). An emphasis is put on the importance of engaging with diverse perspectives and challenging students to think critically about the world around them. They believe that education should empower individuals to imagine and act upon possibilities for positive change, even in the face of adversity.

In terms of the role of teachers, the authors envision educators as existential beings who are deeply engaged with the world around them and are committed to making a difference. They see teachers as facilitators of transformative learning experiences that inspire students to explore their passions, challenge assumptions, and engage with complex ideas (Greene, 2005). There is a responsibility to resist complacency and apathy, and rather encourage dialogue and understanding, to foster a sense of agency and empowerment among students. Overall, the authors call for a reimagining of education as a dynamic, inclusive, and ethically grounded endeavor that empowers individuals to envision and pursue a better future.

Maxine Greene (2005) Teaching in a Moment of Crisis: the Spaces of Imagination, The New Educator, 1:2, 77-80, DOI: 10.1080/15476880590934326

Express which of these beliefs and visions about education and the role of teachers align/do not align with your beliefs.

The beliefs and visions stated above regarding education and the role of teachers deeply resonate with my own beliefs. I firmly believe that education should transcend colonial ideologies and structures, embracing Indigenous wisdom and perspectives. As an educator, I see it as my responsibility to facilitate a learning environment that honors diverse ways of knowing and fosters respect for interconnected relationships. I am committed to unlearning colonialism and incorporating Indigenous teachings in as many ways as possible. Building meaningful relationships with my students, listening to their voices, and valuing their identities are foundational to my teaching philosophy and it is something I deeply appreciated myself as a student. Moreover, I align with the authors' vision of education as a space for imagination, creativity, and ethical reflection. I think it is necessary to advocate for an educational approach that encourages questioning, critical thinking, and empathy, empowering my students to envision and pursue positive change. My ultimate goal is to inspire students to explore their passions, challenge assumptions, and engage with complex ideas. Finally, I share the author's call for education to be a dynamic, inclusive, and ethically grounded endeavor, that empowers individuals to envision and pursue a better future.

See FE2 Guiding Questions