Competency 5
Applying Foundational Knowledge about First Nations, Métis and Inuit
A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.
a) understanding the historical, social, economic, and political implications of:
a. treaties and agreements with First Nations;
b. legislation and agreements negotiated with Métis; and
c. residential schools and their legacy;
b) supporting student achievement by engaging in collaborative, whole school approaches to capacity building in First Nations, Métis and Inuit education;
c) using the programs of study to provide opportunities for all students to develop a knowledge and understanding of, and respect for, the histories, cultures,
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To create a healthy and safe school community I believe that the teachers and in general, the administration play the key role by practicing and knowing the policies and establishing these to promote specific values. Collaboration, strong relationships and understanding between all staff members through practices such as PD days or staff meetings allows for congruency and harmony within the school and will reflect on the students accordingly. Potential Area for Growth:
My potential area of growth regarding TQS 6 is in maintaining awareness of, and responding in accordance with, requirements authorized under the School Act and other relevant legislation. Most importantly, the “maintaining awareness” piece. Truthfully, it is daunting to realize and keep up with all the responsibilities that a teacher must be aware of and must do. On top of teaching and essentially taking care of your students every day, the legal aspects of this career and having to maintain and be aware of new ones (especially during the pandemic) is overwhelming but necessary. Following and maintaining these requirements and responsibilities is part of what makes a teaching career so noble but also very intimidating and
Over many years the commonwealth and the state education departments have put enormous time and effort into producing a wealth of Aboriginal education resources. When developing school-based resources or selecting texts or materials, teachers should carefully evaluate their educational value for embedding Indigenous perspectives. Chris informs us that you can never have too many resources when teaching, especially within the Aboriginal community. He explains that so many resources can be found outside in the Indigenous community. The curriculum is an essential resource for educators to enforce in the classroom to ensure the students are achieving the outcomes for the year.
Wouldn't having knowledge in these areas be more beneficial than detrimental to our society? Although I acknowledge that there is an abundance of diversity and richness within the Indigenous community that cannot be covered entirely, I still feel that the educational curriculum falls short in this regard. When Weenie says “…we cannot assume that all our students have foundational knowledge of our culture. Due to colonization cultural transmission has been disrupted and much of our work is about restoring and revitalizing.” (Weenie, 2019) This quote stood out to me.
As argued by Whitley (2014), “many families may continue to fear an agenda of assimilation for their children and view educational institutions as perpetuating colonization, making the development of collaborative relationships with teachers and administrators even more challenging” (p.156). Over the course of my education to be an early childhood educator I’ve learned that a key factor of success in the classroom both academically and socially is family involvement. Therefore, if the families are apprehensive about the school system it is less likely that will get involved. Whitley, Rawana and Brownlee (2014) point out “Given the intergenerational effects of the residential school system in Canada, many families may view collaboration with school staff and a focus on success in mainstream, off-reserve schools with suspicion or as a low priority” (p.37). Residential schools although now closed are continuing to provide challenges for Aboriginal
Cultural competence is seen as being able to master a skill-set (Barlow, Reading, & Canadian Aboriginal AIDS Network, 2008) rather than analyzing power imbalances, institutional discrimination, colonization and colonial relationships (NAHO, 2006 as cited in Charlotte Loppie’s presentation). “Cultural safety emphasizes relationships of trust in which the patient determines whether the care is ‘safe’” (Barlow, Reading, & Canadian Aboriginal AIDS Network, 2008, p. 3). I really like the term “relational care” introduced in the as the Barlow, Reading, and Canadian Aboriginal AIDS Network (2008) article as the term “is rooted in the connections within and relationships among Aboriginal people and health care providers” which is grounded in the traditional teachings and values of Indigenous Peoples (p.
Pemmican Publications, Inc., 1635 Burrows Ave., Winnipeg, Manitoba, Canada R2X 0T1, 1996. Laing, Melanie. " An Analysis of Canada’s Indian Residential Schools Truth and Reconciliation Commission. " Undergraduate Transitional Justice Review 4.1 (2013): 5.
“Whether you agree with a focus on education versus a widespread series of actions, it is clear much work is needed to overcome some very pervasive and damaging stereotypes”. (Chelsea Vowel, The Myth of Progress). Five Little Indians by Michelle Good, follows the lives of multiple Indigenous people from childhood to adulthood. The story begins at The Mission residential school in British Columbia. The children, Lucy, Kenny, Howie, Maisie, and Clara, reside there under the harsh, watchful eye of Father Levesque and the Sisters.
This mainly refers to competence regarding education and career experience, but can also apply to cultural practices. Practicing cultural awareness is an important trait for a counsellor to posses, however counsellors must be mindful not to cross boundaries of cultural competence (CCPA, 2020). Section I4: Respectful Awareness of Traditional Practices encourages counsellors to be knowledgeable about traditional teachings, values, and practices of Indigenous people. Section I3: Recognition of Indigenous Diversity highlights the importance of recognizing the diversity in Indigenous groups (CCPA, 2020). There a variety of diverse tribes within Indigenous culture, and they should not all be grouped into simply “Indigenous people” (Mullen, 2019).
Today a K-8 school located in Franklin, Wisconsin is offered to all Native students and provides a free tuition education to more than 350 students from all different tribes. As a future teacher, I will take in the knowledge shown about Native tribes and use it in my classroom. As a teacher if I come across having a Native American student in my class, I will do whatever it takes to help Native American students succeed. According to a recent study done in South Dakota and Montana “data reveals that the dropout rate among Native American students is high and high school graduation rate for Native American youth the lowest among various minorities” (Sorkness & Kelting-Gibson, 2006, p. 2). In order to see success in Native American students, it is
Dear (name of the province), I would adore finding a solution to a problem that can help everyone. "We are requesting that Canada make sure that Aboriginal people have equal access to education and opportunities to work with other Aboriginal people. " We can always come up with an alternative if my approach doesn't work. I'm taking this job because I believe I can organise and teach the indigenous people's language in a way that will make them happy and, in some ways, make their culture more accepted. I believe it's crucial because everyone deserves the same opportunity to find employment, receive an equal education, and be treated fairly.
-What are the challenges faced by indigenous languages and efforts to revitalize them? -What is the role of indigenous women in their communities and in advocating for indigenous rights? -How has residential schooling impacted indigenous communities, and what are the long-term effects?
Goals Though this program contains different session, each with their own goals, notwithstanding, the overall goal of the program would be to provide an environment where students can immerse themselves in to the traditional practices of Canadian Indigenous arts and history. By the end of the program students should be more aware of the concept of culture, Indigenous cultural practices, how colonization affected Indigenous practices, and why it is important to work towards revitalizing these practices. Though the concept of culture encompasses different themes such as language, religion, music and dance, food, etc., it should be noted that this program in particular would focus on dance, music, and arts and crafts. In addition to these goals,
In order for indigenous people to be in control of their own health, these practices have to become more relevant and integrated into Canada's healthcare practices in a respectful, nonjudgmental way, which has impacted the Canadian healthcare system as new training measurements have been put in place to meet the needs of Canada's indigenous population. Healthcare providers now have to undergo unique, cultural-specific protocols and training measurements as well as receive historical background information to best understand their patients and provide care in a culturally safe and inclusive way. Despite these efforts, there is still much work to be done to address health inequities in Indigenous communities. One of the main challenges facing the healthcare system is the ongoing legacy of
Teaching was an overwhelming responsibility. The stress of dealing with students, papers, lesson plans, report cards, principals, supervisors, co-workers, and parents would weigh down on me and I would doubt why I even became a teacher. Don't get me wrong, I never stopped believing in the value and importance of education but my passion for the work would erode sometimes. Stress is common in new teachers as well as veteran teachers but this doesn't have to lead to burn out and leaving the profession. Here are a few tips that may help.
Thus, to build cultural competency and a better understanding of the world around them there needs to be more focus on Indigenous knowledge. If curriculum cannot change at the pace necessary then teachers are obligated to start the changes in their lessons, including Indigenous teachings. I do question how one can teach Indigenous perspectives, such as this sacred responsibility, in a secular way while still respecting the values of the Indigenous people? I do not have the answer to my own question, but I think it must start with providing context, multiple views, and being mindful of the way you, as a teacher, presents the
If you are in a good mood and have fun teaching then so will your students. I also want to pursue a teaching career because I want kids to know that they can become anything they want to be. Any child is capable of doing whatever he/she wants; however, they need a boost