Memories are a curious thing. They make us who we are. Without them we aren’t us. They are engrain in who we are as human beings.Memories can be a great source of joy and love. They can make us smile they can also make us cry. We often share our most precious memories with our relatives and friends, but sometimes memories especially our childhood memories can become tricky to recall .We remember things a certain way and another person that was also part of the memory can remember things differently. A traumatic event can cause our brains to change the way we remember events. That one the main in Kingston story “China Men”. I believe that Kingston wants her audience to try to understand how can a traumatic event like domestic abuse can affect a person's memories.
When reading a book about an issue such as the schooling systems one gains knowledge and information, but lacks the visual aspect that demonstrates the emotion and sense of severity that is accompanied with it. The media devices that were used in this week’s lesson, specifically the short film Savage, the broadcasted apology, and the CBC clip I was able to grasp onto different ways of acquiring knowledge about the situation of residential schools which becomes beneficial to my understanding. I personally knew about this social issue in education prior to this lesson, but only was taught through books and written documents. Viewing the film and audio aspects helped me emotionally feel for the victims of this schooling system and learn more about this issue. I was not particularly aware of the public apology until this lesson, but however, it furthered my knowledge of the aboriginal schools, not just how they were constructed, but how the issue was politically
From 1941-1945, during World War II Jews were systematically massacred in Nazi Germany that was led by Adolf Hitler. Historical records estimated that over 6 million Jews were killed from concentration camps in the most degrading and inhuman manner. The gruesome death of Jews left many survivors to experience severe trauma to date. Intergenerational trauma has been evidenced through various studies and through accounts of eye witnesses. The holocaust had and continues to have a deep effect on the children of the survivors. This is because they grew up in Psychic conflicts, resulting from severe bereavement, morning, guilt feelings and anxiety, which often resulted in overprotection and over expectation.
WOOSTER — The Wayne County commissioners and Job & Family Services workers wore purple Wednesday to raise awareness about elder abuse.
Residential schools are significant to the people of Canada; it was an awful occurrence that happened for over 150 years. Settler Canadians recognize the pain they caused and are trying to resolve the complication, one way Settler Canadians are working towards reconciliation is by participating in events such as orange shirt day and by participating in campaigns like the Moose Hide Campaign, where you are supporting your commitment to honour, respect and protection for the women and children in your life by wearing a little square of moose hide on your shirt. Another way that non-Aboriginal Canadians reconciliate is by listening to the stories of children who survived or didn’t survive their experience. Two stories of children and their stories during this time are, Sugar Falls and Secret Path, the reader gets a better understanding of what happened during these times, and how these people felt and why they felt it. The themes of these stories is not only the hard times and experiences they had, but the strength they gained through it.
The long-term effects of these traumatic experiences are complex and are experienced differently by each person that went through them. However it has being found that the effects of these experiences are all continual, multiple and profoundly disabling so much that it has left several generations on Indigenous Australians suffering from this trauma their whole lives. Factors that mainly affect them are loss of identity, spirituality, cultural heritage, family, contact with land, and the loss of dignity and self-respect from the years of domination.
“‘They tell a story and there’s meaning behind that story’: Indigenous knowledge and young indigenous children’s literacy learning.” Journal of Early Childhood Literacy 12.4 (2011): 389-414. Print.
Non-Aboriginal staff need to be aware of the important place that Aboriginal and Torres Strait Islander cultures hold in Australia. The history and culture of Aboriginal and Torres Strait Islander peoples dates back 75,000 years therefore has unique significance. (Goodwin. Jo, 2012). The Early Years Learning Framework (EYLF) pays particular attention to cultural competence in working with Australian Aboriginal and Torres Strait Islander cultures as discussed in question 9.
In the article by Tasha Riley “Self-fulfilling Prophecy: How Teachers’ Attributions, Expectations, and Stereotypes Influence the Learning Opportunities Afforded Aboriginal Students” it discusses how teacher’s discrimination in the classroom towards Aboriginal students can affect their employment and financial well-being throughout their life. Tasha Riley conducts a study which looks at how an Aboriginal student’s race, class and gender can influence the teacher’s actions towards them. The study found that teachers do place certain negative factors on Aboriginal students which ultimately, influences their life.
The Aboriginals are an important and impactful group of individuals in Canadian history. They show how Canada has come a long way but also represent how we have a long way to go as well in ensuring the protection of Aboriginals and their culture. Aboriginals have been oppressed by the Canadian government for many years and continue to fight against restrictions in order to preserve their traditions. The mistreatment of Aboriginals is significant to Canadian history because of the mental and physical abuse they endured from Residential schools, the progressive changes from the Indian act, and the lack of basic needs being deprived on the reserves.
Aboriginals have been on Canadian soil since the break of dawn, yet they were mistreated the most. They have gone through centuries of torture and injustice but still face and continue to face racial problems and discrimination in contemporary society due to their past. Aboriginals have gone through horrible experiences such as residential schools, faulty treaties and racism in society. Making up for past maltreatment towards Aboriginals and mending the years of damage by paying reparations and providing services is something that the contemporary Canadian society is responsible for.
The article “Why is Life So Hard for Aboriginal Students in Urban Classrooms?” written by Merridy Malin, is about the school experience of three Aboriginal children in a pre-primary classroom. It is based on the three students as Malin believes their experiences would be similar to the experiences of a lot of Aboriginal children in other classrooms around Australia (1994). The article begins by describing the difference in treatment the Aboriginal children received from the teacher, compared to the treatment the non-Indigenous children received from the same teacher. The lack of positive relationships the three Aboriginal children had with the teacher lead to the children becoming socially and academically marginalized, as the non-Indigenous
On Wednesday October 21st 2015, I attended a meeting with my preceptor to debrief about a program called Prevent Alcohol and Risk Related Trauma in Youth (PARTY). This meeting allowed me to reflect on the importance of professional accountability and responsibility in the context of empowerment and intersectoral collaboration. The purpose of debriefing was to discuss about a mock scenario that was held at Markham Stouffville hospital. The mock scenario was to inform students from four Markham High Schools, about the ways students can prevent themselves in participating in risky behaviors such as alcohol and drug use that can lead to fatal accidents. The program was implemented on October 15th 2015, and the debrief was held on October 21st 2015,
The purpose of this essay is to acknowledge the conditions that impact upon Indigenous students’ education. This will be reached through analysis of the concepts of race, racism and whiteness in Australia. These key understandings of Indigenous students’ will be incorporated into my own critical pedagogy in order to demonstrate how I would teach for reconciliation in my classroom.
Three readings from this week, combined with the readings from last week of overarching themes, got me thinking about how I have been considering Indigenous student experiences. In fact, I have not given too much thought on the issue until I encountered it as one of the topics in a course last term. I found myself relating to Indigenous student experiences, in terms of learning needs, to a certain extent as a recent immigrant student from South Korea. That led me to enrol in this course, and I find this opportunity to be a good learning experience as each reading material presents me new insights about Indigenous student experiences.