1. List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.
There are many examples of this early on in the document. I think by creating the audio documentary and passing on some of the traditional information covered to that wide range of people really helps with the decolonization. Keeping people informed and why they should respect certain things and becoming aware of why things are important helps a great deal. Going on the excursion with the youth and elders is awesome too. Actually learning about why the land is so important to them and then teaching them the ways of the land is a great step towards reinhabitation. Also sharing some of that linguistic knowledge and other information that would be less enticing if you were in a school, sitting down in a desk. Plus it's very unlikely that schools would even offer the information that was gained from this trip. Which makes projects like this even more important!
2. How might you adapt these ideas to considering place in your own subject areas and teaching?
Going outdoors is a great way to start. By being in the environment it is significantly easier to convey the importance of the land to your students. So, that is where I would begin. Then teaching them the history of Regina or where ever I may be teaching at the time, the overall importance of the land. Also if the option is available maybe getting an elder in to speak with my students. So s/he could teach them some valuable information about the land would be a cool idea.
Before I started my career as a university student I was not aware of what or who mandated the curriculum. As I thought it did not really affect – which is odd because I have been a student for the majority of my life. It was not until I started to actually pursue being a teacher that I gave more attention to all aspects of teaching: one of those aspects being the curriculum because it is what my future profession is going to be centered around. In Canada the curriculum is implemented by each province. That is why we have different curriculums all across Canada and not just one unified curriculum. I found the part of the reading interesting when it was talking about the two debates for the curriculum. One being that of the overall shape of the school – which subjects will be included etc. And the second debate over what content of the subjects should be included. I was intrigued to find out that sure there are many people that are involved when making the curriculum. However, the government has the final say. This concerns me, because I believe that teachers should have more say in what they actually get to teach, and not politicians who would have different ideas about what needs to be done.
During this week reading we were asked what makes a good student based on common sense. A good student regarding this reading would be someone who just sits in class and listens. Then once they are told to do their assignments to sit quietly and complete what they were asked to complete. Students who don't question the content or ask why they have to do certain things would benefit from this definition. By not questioning the practice wheher or not it is correct will make their lives easier.