Chosen blogs down below.
Chosen blogs down below.
How has your upbringing/schooling shaped how you “read the world?” What biases and lenses do you bring to the classroom? How might we unlearn / work against these biases?
The upbringing I believe I need to work against is grit. I should not use my influence to tell students that they can be “unstoppable” as long as they acquire grit and sustain it. That is the sad reality, there will be boundaries and as teachers we ought to stress it enough that we do not romanticized issues, for instance, poverty, to drive minority students to be successful. In other words, I believe we need to be careful with how we inspire our students to move forward. If not, there will be unchecked privileges that will spoil particular groups over the other.
Which “single stories” were present in your own schooling? Whose truth mattered?
The single story presented in my own schooling is that the students who are the rebels, the misfits are the less likely to succeed. Now this was perpetuated in my elementary education. The school missed the idea that you cannot measure someone’s potential based on their current circumstances. It is the matter of challenging that one sided thought. And in all respect, it is actually those students who are the unusual, the crazy ones that happens to possess creativity and the drive to change the world because they do not conform to the usual pattern and behaviour of the world.
Personally, there were aspects of math that discouraged me to enjoy it. Simply being told that I needed to memorize formulas, numbers, steps and symbols which showed how black and white it was. Even though, I did well for myself, I wasn’t educated of the meaning of mathematics? What was its use? The subject of math was selective and it wasn’t “dumb” down for students who haven’t understood the concept. Therefore, it was tense and no urgency and mathematics has left such bad impression on me. But if they had only worked on making some kind of association that makes math tangible, I would not have forgotten math at all. There has to be some intentions from the part of teachers that they want mathematics to be life learning.
Basically, mathematics was black and white in the face of the Western views. Intuitively, for the Inuit people, they had their own system of counting and their tendency to use their toes was extraordinary. I enjoy the fact the Inuit people opposes war against the base 10, they had a different mathematics approach with their own ideas in its own right. This is clearly an advantage because the Western and Indigenous views can collaborate each other’s work to increase the quality of ideas and increase their capacity to problem solve.
The greatest example of citizenry in my K-12 education is the way I developed my confidence in and out of school. I t meant that I was not limited by others and all I needed was a stage to free me from my constant companion, regret. Therefore, I started to joined musicals, sports, clubs and organizations to make myself fearless. This was the highlight reel of my high school. Likewise, this touches on the article:
“Programs that seek to develop personally responsible citizens hope to build character and personal responsibility by emphasizing honesty, integrity, self-discipline and hard work” (3).
In other words, I learned how to champion the idea that I could connect more easily to people if I gain more enriching experience. Therefore, I fell in love with the type of culture I was in. It was all about the people, the individual and the community.
Also, in my elementary school, I was taught the essence to be a participatory citizen. I was asked in my social classes and health classes to run an event that was to do the following: rake the dead leaves, pick up litters and especially, assist the elders. This was the most rewarding endeavour and to participate in the civic affairs and social life of the local community was a total bliss. In some way, the cause happened to engaged a pack of people that loved to ease the lives of others and help as much as possible.
Treaty education matters.
The narrative that Indigenous people are in a backward state are false. As a nation, we need to unlearn the racialize system that has been woven in our thought life. As Claire stated, “We are all treaty people”. In other words, even though I am Filipino, I am still responsible to acknowledge that the land is link to the bodily, cultural autonomy of Indigenous people. If non-Indigenous, like myself, do not reconcile with this. I indirectly add value to the maintenance of the dominant race.
Likewise, we need to have ears to hear, that addresses societal issues that marginalizes Indigenous people. Better yet, we need to accompany them through their predicament. In other words, we need to carry each other’s burden. In the meantime, as teachers, we need to raise students that stands up for what is right and just. In addition to this, we need to create in students the empathy to walk this talk and truly understand the details why Indigenous people need our support.
Reinhabitation: It is to acknowledge that Aboriginal people are the grassroots of Canada. Perhaps, they are the first to be prioritized since their traditional ways of knowing needs equal attention. Currently, I think we ought to preserve the spiritual value of lands. Elders have shared histories between lands and they illuminate identity, customs, traditions, play, work, seasons, festivals and many more elements. Therefore, I could put life into this as I add value to the community. I want to advocate in the best light to minimize capitalism and spread words of warning against land exploitation and consumeristic attitudes towards Mother Nature. I want to place reciprocity as of high value in my own classroom. The lands deserve some air to breathe and undergo security.
Decolonization: I learned that we need to undo anything that is harmful to Mother Nature. Otherwise, lack of growth will be invincible and result: poisoned gardens, contaminated water and filthy air. I am aware that lands are meant to be cultivated but let’s be careful and wise about it. Indigenous people are experts about this idea and we could learn a great deal from them. As a result, we can revitalize the nature in the most natural process as possible. Let’s do Mother Nature a favour. We are the most complicated thinking being, let’s use our power over creation for the best cause and not greed.
I would have to say that we need to include other ways of knowing other than the dominant subjects. We need to be open to Indigenous ways of knowing because they train us to be all environmentalists. In their perspective, nature needs our enrichment. Out of all practicality, we have forgotten we have souls. Likewise, the environment also has spirits that are clinging between life and death. Mother Nature is warning us through signs of destruction: global climate, barren lands, and extinction of the rarest animals, plants, minerals, resources and materials. We have integrated laws and policies that are counter-productive and bound to undermine other culture. But we can still build harmony and see the needs of Mother Nature. How? It is through the help of Indigenous knowledge in medicine, lands and nature. We need less talk and more actions in terms of societal, political and economic issues. In this way, we have partnerships that sets up success for the long-term and the following next generations.
how do you think that school curricula are developed?
I think the school curricula is developed by the representatives of schools. As an educational guess, the writer of curricula has to coast through many influences: government, policymakers, universities, and perhaps, students. I learned in past seminars that curriculums take time to become official and used in the field. However, I believe politics decide what content should be included.
How are school curricula developed and implemented?
I think school curricula are developed and implemented through hours of practice in school. The school tries to put life into these curricula with the fundamentals and rules that are given by the politic.
What new information/perspectives does this reading provide about the development and implementation of school curriculum?
A new perspective I came across is that students have no say on the curricula. They have been silenced and the government has been close-minded against the defence of some students. Otherwise, I see the political influence in every aspect of schooling.
Is there anything that surprises you or maybe that concerns you?
I believe that the school needs to change its tone towards students. Students ought to have the platform to express their needs and at the end of the day, they are next in line. They will take over and watch over the nation. Therefore, they need to practice autonomy and the means to challenge the societal norm.