Reflecting on Learning Goals:
My three learning goals from this course in Module-1 were:
1.Learning about the history and culture of First Nations.
2.How can I corelate my teaching curriculum with the Indigenous knowledge.
3.How can I engage my students in understanding the reconciliation and decolonizing practices.
Some of the evidence from my reflections, discussions, and collaborative tasks to demonstrate my learning growth in the course, which has moved me toward reaching each goal.
For my learning goal-1, Learning about the history and culture of First Nations:
This was a big question I wanted to learn about, covering wide range of topics, covered by almost the entire course, but It was such an enriching experience to learn about Indigenous history and culture through out this course. Different topics of Module-3 expanded my knowledge about history and culture of First Nations. In Module-3, I learnt about The Doctrine of Discovery that is centered around the theme of the historical and legal concept that allowed European powers to claim dominion over lands they "discovered" and to assert control over Indigenous peoples and their lands. This concept, which originated in 15th century Europe, justified colonization, conquest, and exploitation of Indigenous peoples by framing them as inferior and land as unoccupied until claimed by Europeans. The Doctrine of Discovery perpetuated and justified the displacement, oppression, and marginalization of Indigenous peoples and their cultures. It laid the groundwork for ongoing patterns of land dispossession, cultural suppression, and systemic inequalities that continue to impact Indigenous communities today. The theme of the Doctrine of Discovery underscores the need for recognition, reconciliation, and justice for Indigenous peoples and for challenging the ongoing legacies of colonialism and oppression. It calls for a re-examination of history, laws, and policies that continue to perpetuate harm and perpetuate injustice towards Indigenous peoples. I had some knowledge about Indian Act previously, but in this module, I learnt about the double marginalization that women had to face for being Indigenous. I did not know anything about The Sixties Scoop. In this module I learnt about the devastating impacts of The Sixties Scoop on thousands of Indigenous children, who were forcibly removed from their families and communities and placed into the child welfare system, often ending up in non-Indigenous foster and adoptive homes. This dark phase of Canadian history marks the period from 1960's to 1980's. This traumatic experience had a profound and lasting impact on the lives of those affected, and continues to affect Canadian Indigenous generations today in a number of ways. It has made a disastrous impact on their lives, leading to intergenerational trauma, loss of cultural identity, difficulties in family relationships, and challenges in education and employment. The survivors have since advocated for recognition and reconciliation, leading to government acknowledgements, apologies, and initiatives to support healing and reconciliation.
References:
1) The Doctrine of Discovery, https://youtu.be/hGDUYYGqOz4
2) Doctrine of Discovery, https://youtu.be/V3gF7ULVrl4
3) 8th Fire Wab Kinew 500 Years in 2 Minutes,https://youtu.be/L7LY-fXzhZI
4) Lost in History - Royal Proclamation, https://youtu.be/t8YLj7W-PYY?si=sBMZOdwWavZzmlx_
5) What’s the Deal with Treaties? https://bctreaty.ca/wp-content/uploads/2016/09/Whats-the-Deal-v5.pdf
For my learning goal-2, How can I corelate my teaching curriculum with the Indigenous knowledge.
Module-1 itself was a response to my curiosity to learn about corelating my teaching curriculum with Indigenous knowledge. First and foremost, I learnt about the importance of words and terms when speaking or writing about Indigenous culture, history and beliefs. Also, I learnt how I can teach my students about Allyship and how I can become actively engaged as an ally myself. All the videos on “Continuing Learning Journey; Indigenous education in B.C” has clearly demonstrated how we can weave both curriculum and Indigenous knowledge in teaching different subjects in our classrooms. Framing different lesson plans was very good experience in learning how we can corelate Indigenous knowledge in different subjects. Topics of discussion in Module -1 like, First Peoples Principles of Learning in the classroom, Aboriginal worldviews and perspectives in the classroom- moving forward were very helpful in understanding the different aspects about how we as educators can frame our lesson plans considering First Peoples Principles of Learning in our daily lessons. Moreover, discussion topics such as “Weaving ways: Indigenous ways of knowing in classrooms and schools and Aboriginal Education from BCTF” were very helpful in understanding my question to learning goal-2. Throughout the course I learnt about different ways I can incorporate indigenous perspectives and teachings into my teaching curriculum. I learnt how to integrate indigenous knowledge, stories, and teachings into my lesson plans and activities. This will help students gain a deeper understanding and appreciation of indigenous cultures and traditions. Being an Ally has taught me how I can collaborate with indigenous community members and partner with local indigenous members, elders, or knowledge keepers to bring authentic indigenous perspectives into the classroom. This can include guest speakers, cultural workshops, and field trips to indigenous sites.
Throughout this course I learnt how to foster an inclusive and respectful learning environment where all students feel valued and understood, regardless of their cultural background. I learnt about different ways how I can encourage students to engage with indigenous knowledge in a respectful and responsible manner.
References:
1) First Peoples Principle of Learning, https://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Principles-of-Learning-First-Peoples-poster-11x17.pdf
2) Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward,https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/indigenous-education/awp_moving_forward.pdf
3) Continuing Our Learning Journey: Indigenous Education in BC, https://youtu.be/o-pQ_UqBwkI,https://youtu.be/Gs2zMQV8ApQ, https://youtu.be/UIrG5FlMGkc
4) Weaving Ways: Indigenous ways of Knowing I Classrooms and Schools, https://empoweringthespirit.ca/wp-content/uploads/2018/09/Weaving-Ways-Introductory-Document-10-09.pdf
5)AboriginalEducation,https://www.bctf.ca/topics/services-guidance/aboriginal-education#knowing-and-being
For my learning goal-3, How can I engage my students in understanding the reconciliation and decolonizing practices.
Module-6 Truth, Justice, and Reconciliation module has taught me about my third question “How can I engage my students in understanding the reconciliation and decolonizing practices?” Imparting education about the history of colonization and its impact on Indigenous communities. This can include discussions about residential schools, the Sixties Scoop, and the ongoing struggles faced by Indigenous peoples. As educators we can encourage empathy and understanding by exploring personal stories and experiences of Indigenous individuals and communities. This can be done through guest speakers, documentaries, or literature written by Indigenous authors. We can foster dialogue and open communication by creating a safe space for students to ask questions and engage in discussions about reconciliation. Encourage students to listen actively and respectfully to different perspectives. We can encourage students to take action by participating in reconciliation initiatives and events, such as reconciliation walks, ceremonies, or workshops. This can help students to see the tangible impact of reconciliation efforts on communities. Moreover, Incorporate Indigenous perspectives and teachings into the curriculum, including Indigenous history, culture, and ways of knowing. This can help students to develop a deeper understanding and appreciation for Indigenous worldviews. We can provide opportunities for students to engage in hands-on learning experiences, such as volunteering with Indigenous organizations, participating in cultural exchanges, or attending cultural events. This can help students to develop a deeper connection to Indigenous communities and traditions. We can provide resources and support for students to learn more about reconciliation, such as books, articles, videos, and online resources. Encourage students to continue their learning journey beyond the classroom and to seek out opportunities for continued education and engagement.
All the topics of Module-6 has helped me reach to a complete understanding of this topic. Discussion topics like Truth and Reconciliation Commission and 94 Calls to Action, UNDRIP and DRIPA, Fostering Trauma-Informed Pedagogy, Two-eyed seeing and Transforming education were very helpful topics to understand the concept of Truth, Justice and Reconciliation.
References:
1) What is Reconciliation? ,https://youtu.be/WEj5vjc2EDk
2) Courage: Going Forward in Aboriginal Education, https://youtu.be/5Wk48muy4oM
3) Canada’s Future is Through Education and Reconciliation, https://youtu.be/lxWpP8hlwgw.
4) United Nations Declaration on The Rights of Indigenous Peoples, https://www.un.org/development/desa/indigenouspeoples/wp-content/uploads/sites/19/2018/11/UNDRIP_E_web.pdf
5) Understanding Intergenerational Trauma, https://youtu.be/brggXdYyvaY
Some of the lingering questions I still have as I approach the end of the course:
1) How far can we go in our teaching?
As I explored various resources in different modules, I encountered challenges in determining the age-appropriateness of the content for my students. In my teaching experience in India, we used prescribed textbooks tailored for each grade level, gradually increasing the complexity of Indian history topics. I found myself pondering the availability of Indigenous history textbooks here and the difficulty in gauging the appropriate complexity level for our learners. While the B.C. Curriculum outlines topics to be covered in Social Studies at each grade level, it can be challenging for educators to determine how much depth to teach on a particular topic. How much should we delve into a topic as educators?
2) How can we educate families about the sensitive topics?
As an educator, I have recognized the need to incorporate Indigenous perspectives into my teaching practice in order to indigenize my knowledge. I have also observed that many non-Indigenous families may not fully understand the significance of this history and may resist exposing their children to sensitive texts regarding residential schools. How can we as educators help parents and families recognize the importance of their children learning Indigenous history and perspectives? How can we encourage them to show respect towards Indigenous communities and work towards decolonizing their understanding of the nation's history?
3) How can we effectively educate the increasingly diverse population in Canada about the history and culture of Indigenous peoples, particularly in light of the growing number of immigrants coming from various countries?
Along with the growth of diversity of students in schools, there is also growth in the diverse populations all over Canada, with many immigrants moving from different countries. I wonder at times how can they learn about the knowledge of the true land owners. Are there some ways, in which we can help the growing diversity of people to understand about Indigenous history?