Week 1:
Before I began my university career, I felt like I had a pretty clear, cut and dry understanding of myself. A white, cisgender male, born in Regina who later moved to White City. I knew small tidbits about my family history, but, nothing of inherent significance or importance. Or so I thought...
It was not until I began my university career that I started to give some credence to my history and truly started to reflect on my ideologies and beliefs. It seems so apparent now, the inherent advantages that I have in life because of the fact that I am white, straight, and native to Canada. However, earlier on in my life I was not aware of these things. When I initially started to learn about those advantages that I have it caused some cognitive dissonance. How, could I have been so blind? Finding out these new things made me look at myself different - I was not sure who I was. Now, almost four years later I have a much better understanding of who I am, but the journey is not static. It is a constantly changing path to find one's self.
Now that I know myself as a white settler Canadian, on treaty 4 land. Throughout this course I plan to investigate my family's involvement with the treaties and how they engaged with the land. I am also going to be analyzing myself as I continue to find out who I am and how I fit into all of this.
Prior to taking this course if someone would have asked me are you a treaty person? I would have undoubtedly said yes. I was born on Treaty 4 land, I have a lot of respect for First Nation's people and am taking a lot of classes on how I can properly teach and integrate tready ed into the classroom. However, now I am unsure if I truly fit that category now. I look forward to finding out more about that in the coming months as I go on my Treaty Walk.
Before I began my university career, I felt like I had a pretty clear, cut and dry understanding of myself. A white, cisgender male, born in Regina who later moved to White City. I knew small tidbits about my family history, but, nothing of inherent significance or importance. Or so I thought...
It was not until I began my university career that I started to give some credence to my history and truly started to reflect on my ideologies and beliefs. It seems so apparent now, the inherent advantages that I have in life because of the fact that I am white, straight, and native to Canada. However, earlier on in my life I was not aware of these things. When I initially started to learn about those advantages that I have it caused some cognitive dissonance. How, could I have been so blind? Finding out these new things made me look at myself different - I was not sure who I was. Now, almost four years later I have a much better understanding of who I am, but the journey is not static. It is a constantly changing path to find one's self.
Now that I know myself as a white settler Canadian, on treaty 4 land. Throughout this course I plan to investigate my family's involvement with the treaties and how they engaged with the land. I am also going to be analyzing myself as I continue to find out who I am and how I fit into all of this.
Prior to taking this course if someone would have asked me are you a treaty person? I would have undoubtedly said yes. I was born on Treaty 4 land, I have a lot of respect for First Nation's people and am taking a lot of classes on how I can properly teach and integrate tready ed into the classroom. However, now I am unsure if I truly fit that category now. I look forward to finding out more about that in the coming months as I go on my Treaty Walk.
Week 2:
Growing up in Regina/White City I was on Treaty 4 Land, yet I do not recall any signs of language from any of the bands, or honestly any representation at all. When I went to school in Regina, I did not even interact with any indigenous people. There was no one of any indigenous backgrounds in any of my classes for my limited time in Regina. It was not until I went a little east and moved to White City that I finally started to learn about First Nation's people, but even that was incredibly limited to a few lessons here or there. It is sad to think that where I live there is a significantly bigger representation for people of French, German or even Ukrainian decent. Considering First Nation's people lived in Canada before anyone else. It is sad to reflect and think back to how little exposure I had to Indigenous culture and how underrepresented they are. I did not go to school with any one of indigenous background until I went to high school. And basically the only time you could learn something about Indigenous people and the history was a little bit in social studies in grade 9 and for an elective in the form of indigenous studies 30.
The first time I participated in a blanket exercise was a number of years ago at the gathering of Treaty 4. It was a super powerful experience. Being present in an activity, going over some of the history of Canada, and feeling like you are actually being integrated into the story; you are experiencing what actually took place. Being able to see the visual as well. Seeing such a large area covered, you can truly visualize and think "okay so this is turtle island I can see that". But, as the story progresses you also experience some of the land loss in the form of blankets being removed and once you finish the exercise you see how much little is left is powerful. I know once I completed the activity for the first time, and following every other time I completed the activity; I knew I had to do this with my students someday, and I actually got the chance to complete that.
Growing up in Regina/White City I was on Treaty 4 Land, yet I do not recall any signs of language from any of the bands, or honestly any representation at all. When I went to school in Regina, I did not even interact with any indigenous people. There was no one of any indigenous backgrounds in any of my classes for my limited time in Regina. It was not until I went a little east and moved to White City that I finally started to learn about First Nation's people, but even that was incredibly limited to a few lessons here or there. It is sad to think that where I live there is a significantly bigger representation for people of French, German or even Ukrainian decent. Considering First Nation's people lived in Canada before anyone else. It is sad to reflect and think back to how little exposure I had to Indigenous culture and how underrepresented they are. I did not go to school with any one of indigenous background until I went to high school. And basically the only time you could learn something about Indigenous people and the history was a little bit in social studies in grade 9 and for an elective in the form of indigenous studies 30.
The first time I participated in a blanket exercise was a number of years ago at the gathering of Treaty 4. It was a super powerful experience. Being present in an activity, going over some of the history of Canada, and feeling like you are actually being integrated into the story; you are experiencing what actually took place. Being able to see the visual as well. Seeing such a large area covered, you can truly visualize and think "okay so this is turtle island I can see that". But, as the story progresses you also experience some of the land loss in the form of blankets being removed and once you finish the exercise you see how much little is left is powerful. I know once I completed the activity for the first time, and following every other time I completed the activity; I knew I had to do this with my students someday, and I actually got the chance to complete that.
Week 3:
The pipe ceremony was an amazing experience. Being able to experience something so sacred and actually being immersed in the ceremony really provides you with a new perspective. What I learned from the ceremony is that First Nation’s people have such a holistic view of the land. They do not see the land of as just this thing to acquire resources. They view the land as a symbiotic, mutually beneficial entity; which they can use the resources to help them with various things. If they need help to search for answers they can turn to the land and perform a pipe ceremony. The pipe ceremony is such a powerful tool to use, it acts as a legal agreement between the individuals who are performing the ceremony and the potential newcomers. To First Nation’s people performing a pipe ceremony could also be seen as a way to close off a deal. They did not have to sign papers or anything like that. Because that is what this ceremony also provided. It was a sacred covenant. I felt the power behind the ceremony. During the signing of treaties First Nations wanted to close the “deal” with a pipe ceremony. The treaties were supposed to be a mutually beneficial agreement, which benefited both parties involved.
I think spiritually is an incredibly important aspect of the human being. It is important to try and keep everything balanced and I believe another thing that pipe ceremony does amazingly well is being able to keep you balanced. You are essentially cleansing yourself during the ceremony. Right after the ceremony I felt different, I could feel my perspective shift. I want everyone to be able to experience the pipe ceremony and truly experience First Nations culture.
The pipe ceremony was an amazing experience. Being able to experience something so sacred and actually being immersed in the ceremony really provides you with a new perspective. What I learned from the ceremony is that First Nation’s people have such a holistic view of the land. They do not see the land of as just this thing to acquire resources. They view the land as a symbiotic, mutually beneficial entity; which they can use the resources to help them with various things. If they need help to search for answers they can turn to the land and perform a pipe ceremony. The pipe ceremony is such a powerful tool to use, it acts as a legal agreement between the individuals who are performing the ceremony and the potential newcomers. To First Nation’s people performing a pipe ceremony could also be seen as a way to close off a deal. They did not have to sign papers or anything like that. Because that is what this ceremony also provided. It was a sacred covenant. I felt the power behind the ceremony. During the signing of treaties First Nations wanted to close the “deal” with a pipe ceremony. The treaties were supposed to be a mutually beneficial agreement, which benefited both parties involved.
I think spiritually is an incredibly important aspect of the human being. It is important to try and keep everything balanced and I believe another thing that pipe ceremony does amazingly well is being able to keep you balanced. You are essentially cleansing yourself during the ceremony. Right after the ceremony I felt different, I could feel my perspective shift. I want everyone to be able to experience the pipe ceremony and truly experience First Nations culture.
Week 4:
This week we are looking at dispelling various myths and misconceptions about indigenous people. The myth that I am going to be delving into is this notion that some Canadians seem to follow this linear progression of thinking, which is:
- Bad things happened to aboriginal people in the past
- Bad things stopped happening and equality was achieved.
- The low social and political status held by Indigenous peoples is now wholly based on the choice to be corrupt, lazy, inefficient, and unsuited to the modern world.
The problem with this way of thinking is that people have just completely omitted what is actually happening in contemporary society. The amount of discrimination, racism, and bad press that indigenous people are still faced with everyday is atrocious. When Canadians discuss these points they are just refusing to open their eyes to what is actually happening; Canadians are walking around with blinders on. The fact that the average Canadian without aboriginal descent makes an income of around 30,000 and an average indigenous individual will only rake in around 20,000 or even worse, on a reserve at a staggering 14,000.
It is not because first nations peoples are lazy or aren't doing anything. They are just not set up for success. Another frightening statistic is that only around 48% of aboriginal peoples have a certificate, diploma or degree from either a trade school or university - compared to non-aboriginal peoples which is 65%. With the intergenerational trauma caused by Residential schools, this statistic does not surprise me. I would not want to attend school to receive a diploma or degree if schooling has caused so much harm and trauma to my family.
This week we are looking at dispelling various myths and misconceptions about indigenous people. The myth that I am going to be delving into is this notion that some Canadians seem to follow this linear progression of thinking, which is:
- Bad things happened to aboriginal people in the past
- Bad things stopped happening and equality was achieved.
- The low social and political status held by Indigenous peoples is now wholly based on the choice to be corrupt, lazy, inefficient, and unsuited to the modern world.
The problem with this way of thinking is that people have just completely omitted what is actually happening in contemporary society. The amount of discrimination, racism, and bad press that indigenous people are still faced with everyday is atrocious. When Canadians discuss these points they are just refusing to open their eyes to what is actually happening; Canadians are walking around with blinders on. The fact that the average Canadian without aboriginal descent makes an income of around 30,000 and an average indigenous individual will only rake in around 20,000 or even worse, on a reserve at a staggering 14,000.
It is not because first nations peoples are lazy or aren't doing anything. They are just not set up for success. Another frightening statistic is that only around 48% of aboriginal peoples have a certificate, diploma or degree from either a trade school or university - compared to non-aboriginal peoples which is 65%. With the intergenerational trauma caused by Residential schools, this statistic does not surprise me. I would not want to attend school to receive a diploma or degree if schooling has caused so much harm and trauma to my family.
Week 5:
This week we are looking at how we can begin to repair the relationship between our communities and first nations people of Canada. We are looking at starting in the classroom, and what we can do as educators to help this process of healing.
The initial question I was asked to ponder was "What improvements to the school system would you implement in terms of truth and reconciliation?" I would begin by making sure I properly incorporate treaty education into my classroom. Making sure it is not just a box that I have to check off. That way the students can see that this isn't something we can just do once and forget about it until the next year - this is a lifetime commitment. Once I have conveyed the importance of first nations education into the classroom I would start implementing various lessons focused on Truth & Reconciliation. Again, to showcase the importance of it all. I would attempt to show the students a perspective that maybe they are not familiar with. Another improvement I would make is an overarching change to the curriculum. Focused more on first nations outcomes with the focus on Truth & Reconciliation.
The next question I was focusing on was "What can you personally do to hold yourself and others accountable for mending broken promises?" I would use a lot of role play activities in the classroom to demonstrate this idea. Showing what happens if you do not hold up your end of the agreement or promise. Trying to showcase the importance of keeping your word. Then I would delve into the treaties some more and show how the white settlers broke their promises and manipulated the agreements. Hopefully getting the students to think that wow I really did not like when someone broke their promise to me , maybe involving something arbitrary. Then thinking that maybe they cannot even fathom what first nations people would be going through after having those promises broken, considering the magnitude of the promises. Then we would participate in more activities showcasing why it is important to be accountable for your word.
The last question was "In relation to miskasowin, how does finding one’s self help you move past white guilt/forming your identity as a treaty partner? " It is important to find ones self and how you fit into all of this because then you can construct educated thoughts on the matter. Knowing who you are will certainly help you realize that you did not lie to the first nations. You did not take them from their homes and send them to residential schools, nor did you take the land from them. Understanding that will help you move away from white guilt and will begin the transition to seeing how you can currently assist first nations people in our world today.
This week we are looking at how we can begin to repair the relationship between our communities and first nations people of Canada. We are looking at starting in the classroom, and what we can do as educators to help this process of healing.
The initial question I was asked to ponder was "What improvements to the school system would you implement in terms of truth and reconciliation?" I would begin by making sure I properly incorporate treaty education into my classroom. Making sure it is not just a box that I have to check off. That way the students can see that this isn't something we can just do once and forget about it until the next year - this is a lifetime commitment. Once I have conveyed the importance of first nations education into the classroom I would start implementing various lessons focused on Truth & Reconciliation. Again, to showcase the importance of it all. I would attempt to show the students a perspective that maybe they are not familiar with. Another improvement I would make is an overarching change to the curriculum. Focused more on first nations outcomes with the focus on Truth & Reconciliation.
The next question I was focusing on was "What can you personally do to hold yourself and others accountable for mending broken promises?" I would use a lot of role play activities in the classroom to demonstrate this idea. Showing what happens if you do not hold up your end of the agreement or promise. Trying to showcase the importance of keeping your word. Then I would delve into the treaties some more and show how the white settlers broke their promises and manipulated the agreements. Hopefully getting the students to think that wow I really did not like when someone broke their promise to me , maybe involving something arbitrary. Then thinking that maybe they cannot even fathom what first nations people would be going through after having those promises broken, considering the magnitude of the promises. Then we would participate in more activities showcasing why it is important to be accountable for your word.
The last question was "In relation to miskasowin, how does finding one’s self help you move past white guilt/forming your identity as a treaty partner? " It is important to find ones self and how you fit into all of this because then you can construct educated thoughts on the matter. Knowing who you are will certainly help you realize that you did not lie to the first nations. You did not take them from their homes and send them to residential schools, nor did you take the land from them. Understanding that will help you move away from white guilt and will begin the transition to seeing how you can currently assist first nations people in our world today.
Week 6:
How does understanding cultural appropriation help towards tâpwêwin [TA-pway-win] - speaking the truth with precision and accuracy?
Understanding cultural appropriation will help towards tâpwêwin because it will help to reduce the misconceptions about a particular group of individuals. If you can truly grasp the concept the concept, you are more aware of what is more acceptable than not. You will not be so quick to assume what you are doing or even thinking about a particular group is correct. It will entice you to further your understanding so you are not responsible for any cultural appropriation and spreading false information or misconceptions. You will be more certain that you are speaking the truth with precision and accuracy.
How does miyo-wîcêhtowin [mi-YOH-wee-TSAY-too-win] - Getting along well with others; good relations; expanding the circle fit with cultural appreciation? How does cultural appropriation reject this?
Miyo-wîcêhtowin fits perfectly into cultural appreciation because miyo-wîcêhtowin supports having strong and healthy relations with one another. While cultural appreciation honours any culture with respect. If you have a strong and healthy appreciation for another culture then you are laying the building blocks for a good relationship. If you have cultural appreciation it makes Miyo-wîcêhtowin significantly easier to achieve. Culture appropriation rejects this notion because it is sort of like the anti-thesis to cultural appreciation. If you do not show the same level of respect for someone's' culture it would make getting along and having good relations tougher to achieve.
How will you commit to cultural appreciation? What changes do you need to make in your life for this occur? Will it affect miskâsowin [mis-SKAA-soo-win]- Finding one’s sense of origin & belonging; Finding ‘one’s self’ or Finding ‘one’s center’?
I will commit to cultural appreciation by attempting to further my understanding of the various cultures I come into contact with and to truly respect them. It is not going to be a one time thing, you cannot simply check a box and be finished with this change. It is a journey, things are constantly changing and adapting with the times, and it is our duty to keep up to date with the changing times. We can never assume that we are finished with the journey. Once we assume that I believe we are on a slippery slope to cultural appropriation which is something we must avoid. This journey will affect our miskâsowin because it is a continuous journey just like miskâsowin. So it is important that we continue to grow and try to improve everyday.
How does understanding cultural appropriation help towards tâpwêwin [TA-pway-win] - speaking the truth with precision and accuracy?
Understanding cultural appropriation will help towards tâpwêwin because it will help to reduce the misconceptions about a particular group of individuals. If you can truly grasp the concept the concept, you are more aware of what is more acceptable than not. You will not be so quick to assume what you are doing or even thinking about a particular group is correct. It will entice you to further your understanding so you are not responsible for any cultural appropriation and spreading false information or misconceptions. You will be more certain that you are speaking the truth with precision and accuracy.
How does miyo-wîcêhtowin [mi-YOH-wee-TSAY-too-win] - Getting along well with others; good relations; expanding the circle fit with cultural appreciation? How does cultural appropriation reject this?
Miyo-wîcêhtowin fits perfectly into cultural appreciation because miyo-wîcêhtowin supports having strong and healthy relations with one another. While cultural appreciation honours any culture with respect. If you have a strong and healthy appreciation for another culture then you are laying the building blocks for a good relationship. If you have cultural appreciation it makes Miyo-wîcêhtowin significantly easier to achieve. Culture appropriation rejects this notion because it is sort of like the anti-thesis to cultural appreciation. If you do not show the same level of respect for someone's' culture it would make getting along and having good relations tougher to achieve.
How will you commit to cultural appreciation? What changes do you need to make in your life for this occur? Will it affect miskâsowin [mis-SKAA-soo-win]- Finding one’s sense of origin & belonging; Finding ‘one’s self’ or Finding ‘one’s center’?
I will commit to cultural appreciation by attempting to further my understanding of the various cultures I come into contact with and to truly respect them. It is not going to be a one time thing, you cannot simply check a box and be finished with this change. It is a journey, things are constantly changing and adapting with the times, and it is our duty to keep up to date with the changing times. We can never assume that we are finished with the journey. Once we assume that I believe we are on a slippery slope to cultural appropriation which is something we must avoid. This journey will affect our miskâsowin because it is a continuous journey just like miskâsowin. So it is important that we continue to grow and try to improve everyday.
Week 7:
How can we as teacher try to combat systemic racism in our daily lives and classrooms?
I believe the best way for us as educators to try and combat systemic racism in our daily lives and classrooms is to lead by example. We are educators 24/7, it is important that if we see unjust behaviour in our daily lives, even if it is not in our classroom, that we take that opportunity and do not brush it under the rug. We need to educate people to stop the spread of racism and misinformation. It would not be right for us to just simply walk away. We should attempt to enlighten the general populous. It is no different from our class, if there was a situation where someone was being racist, we would not let that slide. That is a valuable teaching moment where we must take advantage of. Educating people why it is not funny to say that, or why it is not fair to judge someone like that. We do not have to go on a whole crusade, but if we have an opportunity to educate someone, we must take it.
How can we encourage students to look critically at the structures in the world around them?
I think by educating the students, providing them with the tools they need so they can begin to understand how to critically think. Once they can understand and digest that, providing them with opportunities to look at the various structures around their world, and have them ask, why is that, or why is it that way. Then fostering those thoughts further, and fully allow the students to explore those thoughts that they may have. Once you give the students the necessary tools, and the practice to do so, they should not have any issues applying that to the real world.
Week 8:
After viewing week 8s presentation, it gave me a new perspective on decolonization, indigenization, reconciliation, and being a treaty person; all of these terms are used as ways in which we can recognize the wrong doings of the white settlers in the past, and how we can move forward being an ally of First Nations people. As well as deconstructing what specifically happened in the past and what we are doing now to help repair the relationships between First Nations people and people of white settler decent.
This factors into my miskasowin process because realizing and reflecting on what happened in the past and how I can try to make a mends for the wrong doings of some of my ancestors, helps me to move forward. Since I have reflected and thought about this issue a lot, I have grown as an individual and have thought about what this means to me personally. By understanding how this impacts me gives me a good grasp on my own sense of origin and belonging.
Reflecting on what happened in the past and given the tools required to properly think about these topics, has allowed me to obtain new information and find new meaning. Now I can teach my classrooms and teach the students the significance of those words and topics, as opposed to just regurgitating information on treaties. I will attempt to provide my students with the information required to allow them to mold their own ideologies and beliefs in terms of reconciliation etc. Helping my students to discover who they are and what role they play in all of this. Attempting to make my students care about these topics and how they can do their part and why their role is important. I will speak with tapwewin – speaking the truth with precision and accuracy. To help the students to see, to give them a new pair of lenses. To expose them to what has happened and what is happening in the world. Allowing the students to be advocates for First Nations people for the future.
Week 9:
We asked you to keep these questions in mind during our seminar: Who gets to be a leader?
Anyone and everyone can be a leader given the proper tools they need in order to achieve that ‘title’. Being a leader is much more than just a title, it is how you perceive yourself and others - it is an ideology. With being a leader there are qualities you should embody to help evoke feelings to others, to help convey a certain message. Anyone can acquire the necessary skills to become a leader. Some people are born as leaders, ready to take charge of a certain situation, and start whatever needs to be done to achieve a specific idea they have in mind. Some individuals need to work in order to acquire those specific skills. It can be taught, again anyone can acquire it.
How do we balance the line between celebrating FNMI Youth Leaders and taking credit that isn’t ours? (Like clapping for ourselves in the blanket exercise?)
I believe it all comes down to how we perceive and represent ourselves. When it comes to celebrating FNMI Youth Leaders, we have to make sure that we separate the accomplishments and the person from ourselves, unless we have been directly involved in helping the individual start the initiative. Also realizing that even though we may be assisting a specific cause by supporting it and or by spreading awareness we have to realize that the majority of the credit belongs to the group or individual who started the initiative, because without their contribution we would not be able to contribute in our own way.
How can we use positive examples of FNMI youth leadership as a “stepping stone” towards more positive action?
By spreading awareness on what FNMI youth leaders have been contributing to society and what they have accomplished. To hopefully spark some ideas of what individuals can do, and then allowing them to research and inquire about activists all over the world providing the students with ideas of what is being done and maybe what they can do to help out. Then if students come up with an idea of something they would like to do, providing the students with the tools they need in order to get started while allowing the project to be student driven is a good thing to do.
Week 10:
look like in your classrooms, schools, homes & communities? What might the Treaty invitational event teach you about this important endeavour?
I think treaty education should look and be acted upon very holistically in schools, and classrooms. Now since treaty education is mandated in Saskatchewan and you have to teach it, I believe a lot of teachers are just treating this topic as something that just needs to be checked off a list and then never touched on again. Treaty education is an ongoing thing and needs to be incorporated into a variety of subjects (not just social/history), the ideologies and information has to be taught and then expanded on and then reflection needs to occur so you can map student’s individual growth. Also, by teaching it in a way that sparks interest. Bring up current events that involve treaties, get the students involved in certain activities. Do something that is much more than going over specific information and facts about treaties. Some of the students may be learning about treaties for the very first time and do not have any preconceived ideas about treaties already. Use that as an advantage to help provide the students with information to dispel the misconceptions that plague our country about treaties and how first nations people are.
For the community you could have an elder come out and talk to a large community group, you could have the community participate in a blanket exercise. Or have everyone who is able to go to the gathering of treaty 4. There are so many events and things you could do to get your community involved in a holistic and natural way. A lot of these events would even be good for school field trips, or school events.
Week 11:
Upon entering the Lebret area, how did you feel?
Once we initially entered Lebret I was almost overwhelmed with a surreal feeling. Seeing the very old architecture, the old land marks. It is a beautiful area, however, then other feelings came to the surface. Feelings of guilt for what happened and what the European settlers committed at the residential schools. Feelings of empathy came up for all the countless families who were negatively impacted.
Reflecting on your feelings, would you feel the same way had you not been trained to look for narratives about treaty (i.e. trained by the education program).
I do not think so. I mean how could I, it is not like I am simply travelling over to that area to site see and bear witness to a historic sight in Canadian history. Paying homage to the beautifully preserved buildings and landmarks in the area. Because of my education and knowing what transpired at this area and the history behind it influenced my feelings tremendously. Without the skill that I developed from my university career in reflecting and attempting to see things through other perspectives, I would have seen the Lebret area differently for sure. However, almost immediately when we arrived, I could not stop thinking about all the horrors that went on there. The state of Canada and the world which we could try to justify assimilating another culture because we have the authority or power to deem who is ‘superior’. Thinking about the potential thoughts the individuals who gave the go ahead for residential schools, thinking they are an awesome idea, and will make Canada better. I also wondered if anyone was opposed to the horrors that probably went on in Lebret.
This is why teaching future students the skills to reflect, or the giving the students the tools to learn about these specific topics to spread awareness of what happened to First Nations in the past and what continues to happen in contemporary society is so important. No one ever gets the idea to attempt to do something like this again, as well as helping the future students to dispel the myths about First Nations people, and talking about intergenerational trauma etc. We can help everyone feel like they belong in Canada.
How can we as teacher try to combat systemic racism in our daily lives and classrooms?
I believe the best way for us as educators to try and combat systemic racism in our daily lives and classrooms is to lead by example. We are educators 24/7, it is important that if we see unjust behaviour in our daily lives, even if it is not in our classroom, that we take that opportunity and do not brush it under the rug. We need to educate people to stop the spread of racism and misinformation. It would not be right for us to just simply walk away. We should attempt to enlighten the general populous. It is no different from our class, if there was a situation where someone was being racist, we would not let that slide. That is a valuable teaching moment where we must take advantage of. Educating people why it is not funny to say that, or why it is not fair to judge someone like that. We do not have to go on a whole crusade, but if we have an opportunity to educate someone, we must take it.
How can we encourage students to look critically at the structures in the world around them?
I think by educating the students, providing them with the tools they need so they can begin to understand how to critically think. Once they can understand and digest that, providing them with opportunities to look at the various structures around their world, and have them ask, why is that, or why is it that way. Then fostering those thoughts further, and fully allow the students to explore those thoughts that they may have. Once you give the students the necessary tools, and the practice to do so, they should not have any issues applying that to the real world.
Week 8:
After viewing week 8s presentation, it gave me a new perspective on decolonization, indigenization, reconciliation, and being a treaty person; all of these terms are used as ways in which we can recognize the wrong doings of the white settlers in the past, and how we can move forward being an ally of First Nations people. As well as deconstructing what specifically happened in the past and what we are doing now to help repair the relationships between First Nations people and people of white settler decent.
This factors into my miskasowin process because realizing and reflecting on what happened in the past and how I can try to make a mends for the wrong doings of some of my ancestors, helps me to move forward. Since I have reflected and thought about this issue a lot, I have grown as an individual and have thought about what this means to me personally. By understanding how this impacts me gives me a good grasp on my own sense of origin and belonging.
Reflecting on what happened in the past and given the tools required to properly think about these topics, has allowed me to obtain new information and find new meaning. Now I can teach my classrooms and teach the students the significance of those words and topics, as opposed to just regurgitating information on treaties. I will attempt to provide my students with the information required to allow them to mold their own ideologies and beliefs in terms of reconciliation etc. Helping my students to discover who they are and what role they play in all of this. Attempting to make my students care about these topics and how they can do their part and why their role is important. I will speak with tapwewin – speaking the truth with precision and accuracy. To help the students to see, to give them a new pair of lenses. To expose them to what has happened and what is happening in the world. Allowing the students to be advocates for First Nations people for the future.
Week 9:
We asked you to keep these questions in mind during our seminar: Who gets to be a leader?
Anyone and everyone can be a leader given the proper tools they need in order to achieve that ‘title’. Being a leader is much more than just a title, it is how you perceive yourself and others - it is an ideology. With being a leader there are qualities you should embody to help evoke feelings to others, to help convey a certain message. Anyone can acquire the necessary skills to become a leader. Some people are born as leaders, ready to take charge of a certain situation, and start whatever needs to be done to achieve a specific idea they have in mind. Some individuals need to work in order to acquire those specific skills. It can be taught, again anyone can acquire it.
How do we balance the line between celebrating FNMI Youth Leaders and taking credit that isn’t ours? (Like clapping for ourselves in the blanket exercise?)
I believe it all comes down to how we perceive and represent ourselves. When it comes to celebrating FNMI Youth Leaders, we have to make sure that we separate the accomplishments and the person from ourselves, unless we have been directly involved in helping the individual start the initiative. Also realizing that even though we may be assisting a specific cause by supporting it and or by spreading awareness we have to realize that the majority of the credit belongs to the group or individual who started the initiative, because without their contribution we would not be able to contribute in our own way.
How can we use positive examples of FNMI youth leadership as a “stepping stone” towards more positive action?
By spreading awareness on what FNMI youth leaders have been contributing to society and what they have accomplished. To hopefully spark some ideas of what individuals can do, and then allowing them to research and inquire about activists all over the world providing the students with ideas of what is being done and maybe what they can do to help out. Then if students come up with an idea of something they would like to do, providing the students with the tools they need in order to get started while allowing the project to be student driven is a good thing to do.
Week 10:
look like in your classrooms, schools, homes & communities? What might the Treaty invitational event teach you about this important endeavour?
I think treaty education should look and be acted upon very holistically in schools, and classrooms. Now since treaty education is mandated in Saskatchewan and you have to teach it, I believe a lot of teachers are just treating this topic as something that just needs to be checked off a list and then never touched on again. Treaty education is an ongoing thing and needs to be incorporated into a variety of subjects (not just social/history), the ideologies and information has to be taught and then expanded on and then reflection needs to occur so you can map student’s individual growth. Also, by teaching it in a way that sparks interest. Bring up current events that involve treaties, get the students involved in certain activities. Do something that is much more than going over specific information and facts about treaties. Some of the students may be learning about treaties for the very first time and do not have any preconceived ideas about treaties already. Use that as an advantage to help provide the students with information to dispel the misconceptions that plague our country about treaties and how first nations people are.
For the community you could have an elder come out and talk to a large community group, you could have the community participate in a blanket exercise. Or have everyone who is able to go to the gathering of treaty 4. There are so many events and things you could do to get your community involved in a holistic and natural way. A lot of these events would even be good for school field trips, or school events.
Week 11:
Upon entering the Lebret area, how did you feel?
Once we initially entered Lebret I was almost overwhelmed with a surreal feeling. Seeing the very old architecture, the old land marks. It is a beautiful area, however, then other feelings came to the surface. Feelings of guilt for what happened and what the European settlers committed at the residential schools. Feelings of empathy came up for all the countless families who were negatively impacted.
Reflecting on your feelings, would you feel the same way had you not been trained to look for narratives about treaty (i.e. trained by the education program).
I do not think so. I mean how could I, it is not like I am simply travelling over to that area to site see and bear witness to a historic sight in Canadian history. Paying homage to the beautifully preserved buildings and landmarks in the area. Because of my education and knowing what transpired at this area and the history behind it influenced my feelings tremendously. Without the skill that I developed from my university career in reflecting and attempting to see things through other perspectives, I would have seen the Lebret area differently for sure. However, almost immediately when we arrived, I could not stop thinking about all the horrors that went on there. The state of Canada and the world which we could try to justify assimilating another culture because we have the authority or power to deem who is ‘superior’. Thinking about the potential thoughts the individuals who gave the go ahead for residential schools, thinking they are an awesome idea, and will make Canada better. I also wondered if anyone was opposed to the horrors that probably went on in Lebret.
This is why teaching future students the skills to reflect, or the giving the students the tools to learn about these specific topics to spread awareness of what happened to First Nations in the past and what continues to happen in contemporary society is so important. No one ever gets the idea to attempt to do something like this again, as well as helping the future students to dispel the myths about First Nations people, and talking about intergenerational trauma etc. We can help everyone feel like they belong in Canada.