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Create a post and answers the prompts so we can learn about the novel, books, articles, poetry, short stories, blog posts, etc. you chose to explore! Remember you must read one novel/book, or a number of articles/poems/blog posts to a roughly equal 5 hours of independent reading time.

1. Write a very simple synopsis of the text you explored.

2. What were the themes covered? A simple list is good.

3. What are the main messages of the text? Keep it brief.

4. How did this text/pieces change your thinking?

5. How did this text change your perspectives? Or how did it confront any biases you may have had?

6. How can you apply what you read to working with Indigenous children, families, elders or community members as a future educator?

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A blanket of butterflies tells the story of a Tłı̨chǫ Dene boy named Sonny and a Japanese man named Shinobu. Shinobu travels to Fort Smith, NWT in order to obtain a suit of samurai armour and sword from a museum that belongs to his family. After finding out that his sword and armour were lost in a bet, he goes on a search to find the armour and sword alongside Sonny, who offers his help in finding the family heirloom after telling him that he knows who and where the person that won the bet is, Benny the Bank. After finding Benny the bank however, he is heavily injured by his men, forcing Sonny to drag him to his grandmother’s house. It is through Sonny’s grandmother he learns to sympathize with others and how everyone, in some way, is connected. The story explores topics like how the Japanese impacted Canada during WWII, what spirituality means to the Indigenous people of Canada, staying close to your family’s heritage, and honoring those who have passed on.

Family

Determination

Respecting and honoring the dead

Sympathy

Heritage

Spiritualism

Cultural appreciation

The main message I find with the text is how we treat, honor, and move on from the past. Whether it be significant or small moments, the past is always worth remembering. It’s how we learn to grow and discover how we’re connected to others. And it’s up to us how we want the past to be remembered and be honored. This is a theme that’s very important to cherish within the context of culture and heritage, as it’s important that we take what we learn from past generations and pass them onto future generations. An important sub message connected to the main one is realizing that we are connected to at least someone in the world. Whether it be directly, or through relating to others. And by establishing these connections, we can have people who will help overcome our past mistakes and pave way for brighter futures.

This text really made me think about how different cultures, especially the Indigenous culture, treat the past. Particularly death, family, and tragedy. The book showed me how Indigenous people have a very spiritual perspective when it comes to death. They think about how those who have passed still find a way to look out for future generations and those who show respect for the land and others. It is through this belief that they are able to feel comfort, knowing that they’re ancestors are doing well. Shinobu’s story, on the other hand, showed me how important it is to keep family tradition close to your heart. Keeping and honoring important family items/heirlooms are a great way to remember the kinds of things that your family has accomplished. It was one of the best ways of respecting those who have passed on. These things have made me think about how I choose to remember the past, respect the past, and learn from the past.

The message of the text made me think about how we can use the message to make a positive change for Indigenous families and children as an educator. And I believe the best way we can do that is by encouraging them to appreciate their past experiences through asking them questions, finding ways to relate to those experiences, and creating learning activities based around those experiences. We want to show children that the past is something worth remembering, and how we can use the past to learn about others. We also want children to use the past to create new friendships with people both within and outside their culture.

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Pam Palmater is an indigenous Mi'kmaq lawyer, professor and politician from New Brunswick, Canada.

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Articles: AFN's Toxic Politics Hurts FN's and RCMP's Toxic Culture of Sexualized Violence Requires External Review by Pam Palmater

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Articles: AFN's Toxic Politics Hurts FN's and RCMP's Toxic Culture of Sexualized Violence Requires External Review by Pam Palmater

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I read two articles by Pam Palmater: In both articles face human rights issues that indigenous and non- indigenous women are experiencing mistreatment.

AFN’s Toxic Politics Hurts First Nations is based on an indigenous woman from a first nation in Ontario made history becoming the first woman to be elected national chief of the AFN (Assembly of First Nations), she is also the first AFN chief to be “suspended” for “alleged breaches of policy” but a press released says her suspension was prompted by her public statements yet, same release states their was an investigation into four complaints. It raises concern.

and RCMP’s Toxic Culture of Sexualized Violence Requires External Review

Ten of thousands of women inside and outside the force have been victimized by RCMP.

Human Rights

Social Inequality

Violence against women

Women discrimination

Systemic issues

Internal politics

Advocacy

I noticed the main messages are toxic culture environments and politics based of gender inequality (women discrimination).

Human right issues: Discrimination, Inequality, Violence, Conflict, Freedom of expression and association

Political issues and systemic issues within RCMP and importance of Advocacy.

It challenges my thinking, what happens to when people who sit in political boards commissions, enforcements acknowledge mistreatment and mistakes of some sort of barrier. I question when people that are in power admitting to any wrongdoing requires change and hard work. Why does it feel like advocating, sexism, racism discrimination is a constant barrier for indigenous people, especially women. Responsibility and accountability is required for people in power. Personally, it is my responsibility to overcome barriers to succeed. I take accountability of my actions and my wrongdoings to move forward people. People in politics use these platforms to their own agenda as I sit here and reflect. As an indigenous woman, my perspective is being challenged very much so, I noticed, even though I’m not in power such as sitting at the political table. It is a constant battle or what feels like a battle is... Advocating and trying to make change. Sometimes there is little to no support in taking those next steps, I want to dive into the bigger picture without always letting these barriers affect our confidence, our power and our voice.

Both articles provided a new perspective about the obstacles that I am about to face is about to get bigger because change requires accountability, responsibility, honesty, allowing room for shame, guilt, embarrassment, and failure. Holding people up to own, or to be open about the honesty of accountability, rather than focusing on the current issues that makes me think maybe their personal issues are being considered as the current issues for people that sit at the table: people in politics, people that sit on boards and make decisions based off of shame guilt, harassment, bullying, violence or any ill action. This is where the unfairness is could be stemmed from.

As an educator supporting families and children requires continuous advocacy. We need to make space for our children when experiencing failure, shame, guilt, etc because behaviors may rise to the surface to their feeling and dishonesty to themselves and others could play a factor. becoming aware of human rights for our families and children is also important, their voices matter.

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Norma Dunning presents a collection of short stories in Annie Muktuk and Other Stories, which portrays contemporary Inuit experiences. The narrative explores themes of resilience and survival while examining both the challenges and resilience of Inuit people in urban and northern environments. Despite facing discrimination and personal challenges, the characters maintain their cultural bonds and mutual relationships. Dunning depicts modern Inuit life experiences by blending humor with heartfelt stories.

Resilience

Survival

Discrimination and colonial impact

Love and relationships

Family and community connections

Isolation

Humor and storytelling as survival tools

The Inuit maintain their ability to thrive by adapting to their different challenges. Preservation of their cultural identity depends on the continued practice of their language and traditions. In challenging circumstances, they demonstrate resilience by blending humor with laughter and storytelling. Forming personal identity and survival relies heavily on romantic relationships, family connections, and friendships. The lasting effects of colonial history still shape the everyday experiences of Inuit communities.

My understanding of Inuit life changed after reading this text because it offered a deeper and more personal look beyond mainstream media portrayals. The text demonstrated how the effects of colonialism remain active today through the historical wrongdoings that still impact Inuit communities. The combination of humor with hardship in the narrative showed me how Indigenous Peoples demonstrate strength and survival through their resilience. The narrative revealed to me how storytelling functions as a vital tool for maintaining cultural identity through historical preservation.

I plan to support Indigenous families and children as a future ELCC educator by developing a learning space that embraces inclusivity and cultural responsiveness. Through stories and traditional languages, children develop an appreciation for Indigenous cultures when educational content incorporates Indigenous perspectives. When schools build strong relationships with Indigenous families and communities, their voices gain respect and appreciation in classrooms.

Incorporating Indigenous artwork and symbols in spaces makes children feel included and connected. Supporting Indigenous families in meaningful ways occurs through advocacy for culturally responsive policies, which include language revitalization and fair access to education.

Using Indigenous teaching approaches, such as storytelling and experiential learning. Studying Indigenous histories and perspectives enables me to build respectful relationships and contribute to reconciliation through education. These actions will establish a supportive environment that allows Indigenous youth to receive assistance and preserve their cultural bonds, enriches children's understanding of Indigenous cultures.

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Annie Muktuk and other stories by Norma Dunning

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“In Search of April Raintree" tells the story of two Métis sisters, April and Cheryl, who were taken from their birth family. Powerless to change their fate, they were separated and placed in different foster homes. Over the years, the bond between April and Cheryl grew. As they make their own way in a society that is indifferent, hostile, and violent, Cheryl embraces her Métis identity, while April tries to leave it behind. Their individual choices lead to emotional, cultural, and geographical separation. In the end, out of tragedy (Cheryl’s’ suicide), comes April’s unexpected legacy of triumph and reclamation.

Themes covered in the novel:

·       Loss (cultural identity, sisterly bond)

·       Belonging

·       Family

·       Resilience

·       Racism

·       Separation (foster care & death)

·       Prejudice

·       Tragedy (suicide, sexual violence)

The main messages in the novel chronicles the struggle for identity, the impact of racism and systemic issues, and the importance of healing and reconciliation. Despite the hardships they face, April and Cheryl demonstrate resilience and a desire for healing. April's journey of self-discovery and her eventual acceptance of her Métis identity reiterate one’s strength in overcoming trauma and finding power. Reconciliation is possible, not just for individuals but also for society as a whole. Finding one's place in society, particularly for Indigenous individuals, and navigating the challenges of discrimination, cultural alienation, and the legacy of trauma isn’t easy. The first step is by acknowledging the wrongs of the past and working towards a more unbiased future, to inspire positive change. In New Zealand, Manuel stated that in order for change to happen one must “stand on the line of the past and the present to move forward.” I feel like this statement depicts where April stood after Cheryl’s passing in navigating who she is, where she was and where she needed to be in reclaiming her cultural identity.

The book didn’t change my way of thinking, it rather ignites and emulsifies my disdain for the foster care system which in my eyes is modern day residential school wearing a different cap under different colour umbrella. Indigenous children are still being removed from their homes and place in non-indigenous household where the culture and identity isn’t being practiced and so their language, culture and tradition is not being passed down. If they are being exposed to their Indigenous roots, it’s not in the capacity that will leave an impact where they can pass it down to their next generation and so forth.

“In Search of April Roundtree” did not change my perspective on Indigenous people, however, it did highlight the challenges and resilience of Métis people, and the ongoing historical injustices.  Injustices that are not all recorded in history or taught in schools and are often sugar coated to suit the narrative and downplay the brutal effects colonization had on indigenous people and their culture.

As a future educator, I can stay informed of government issues surrounding Indigenous people, what bills are passed/challenged, attend rallies, workshops and advocate on their behalf. I will also encourage indigenous voices (elders, parents, knowledge holders) to share their knowledge and experiences within my classroom. I’ll continue to weave cultural representation of Indigenous people’s culture through arts, stories, books, history and games within my own classroom setting. When I’m informed, I can lend my support where needed.

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Angle Wing splash Pattern  living on  the street with no way to go Torchy is trying to find a way to live 

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This book is about over coming drug use in the indigenous community and alcohol, living on the street and dead of a family member, with no where to go, finding themselves. Both parent are not around or a family member.

It is really good read. the main message in the book is that it is important to seek help and how it can be hard to over come drug use and if you don't help yourself it will be hard for you to stop if you don't get some help.

drugs

living on the street

seeking help

alcohol use

indigenous

The text change my thinking because of what is going on in the indigenous community with drug use and alcohol not knowing where the are going to have warm place to live or food to eat and just using drugs. That the indigenous people looking for help and we find away to help them by giving warm place to live , and help with the drug use and let them know they are also important has well. In my classroom has a educator I would bring in resourced for the children to take home to their family like doing activist with the children, introduce traditional clothing, food and animal bring in an elder to the classroom.

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1.

The story is about a women named Corrine who is navagating the end of her marriage from Andrew. Despite Andrews support and kindness, Corrina feels held back and decided to leave him, for her need to be independent. She begins work at the Metropolitan News, handing out newspapers, where she meets Lana. A paper distributor who is "Russian" to please her husband. Corrina relfects on her life choices and cultural perspective, while dealing with her pain of her situation as she prepares of move out with only a backpack.

2.

-Struggle of identity

-Immigration and culture

-Economic survival

-Loneliness and friendship

3.

Corrina ending her marriage, despite living a comfortable life. Due to her lack of personal fullfilment and desires. She relects on her own life, compared to Lana, and contemplating her idenity, self worth, and sacrifice. The story focuses on societies expectations on women regarding marrage and happiness.

4.

The message made me think about the lives people want versus what they have. It made me think about how we should keep ourselves happy, and not put that down for other people. It got me to reflect and compare life.

5.

My perspective has shifted on marrage, and the expectations people may have, espeacially in a community because think that if you have everything provided for you, that you should be happy. But they dont think about the desires you want to acheive for yourself.

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1.

The story is about the experience in his community. The display of the northern lights and it evolves into people wearing leather necklaces, along with their baby pictures. Begins when Richard was in a bad situation, with his baby picture glued over the saints image on the necklace. The necklace resonates with others, and everybody shares their baby photos with each other. Which gave them all a sense of connection. Richard rekindles a relationship with Shawna, reflecting on their personal growth as they experience the norrthen lights together. Which gave them a sense of a hopeful future for their relationship.

2.

-Identity

-Community and connection

-Cultural tradition/spirituaility

-Relationships

-Nostalgia

3.

The importances of community, connection, and identity. Through sharing pictures the the people reconnected with their past, and fostering a sense of belonging and healing. Also, highlighting the power of love and personal transformations in overcoming lifes challanges.

4.

This text made me think of how we all began life as babies, and how we are still thoses babies but just older. It made me think of when we have challanges in life and have no motivation, to think of your young self and to achieve things you want for yourself.

5.

This story has shifted my thoughts on community and connection. It made me want to see that again because now days I see that people in the community have drifted apart, and dont asociate with certian groups or people. But those groups and people are still people, they were once babies, and if we connected and supported them into a healthy pathway. We can start being somewhat of a community, instead of holding negavtive opinions and bias.

6.

As an educator we can support families with a sense of community in our own classrooms with other parents and educators. Having family events where we can connect and share our backrounds, cultures, traditons, and stories.

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1. Write a very simple summary of this text so your classmates know what it is about.

I read “The Lesser Blessed” for my text assignment.  The book follows the main character Larry, a Tlicho kid “referred to as Dogrib in the text” as he navigates teenage life in the fictional town of Fort Simmer, NWT, modeled after the town of Fort Smith.  Larry befriends Johnny, a local misfit who takes Larry under his wing and teaches him about girls, fighting, drug use and much more.  Taking place over several months, their relationship evolves from acquaintances to best friends, but Larry has a secret.  Larry is in love with a local girl named Julliet.  When Johnny essentially hooks up  with Julliet romantically and becomes “his girl”, Larry works through his feelings of his past while watching the thing he desires fall into the hands of his best friend.

2. What were the themes covered? A simple list is good.

Sex

Drugs

Rock & Roll

Trauma

Jealousy

Abuse

Masculinity

Identity

Race

Intercultural Dialogue

Murder

Rape

3. What are the main messages of this text?

I feel like some of the main messages of the Lesser Blessed is that trauma is hidden within all of us and that many people do what they need to do to not only survive but to block out painful memories of the past.  It is a rare look into the world of teenagers and especially young boys as they navigate their interpersonal relationships with those around them and how masculinity plays a part in one's development.  Having been a part of male culture growing up, some of these things were all too familiar to me.  The sense of being different in a community where you are not local too and the isolation that comes with searching for a sense of belonging under those circumstances is another main message.

4. How did this written text  change your thinking?

The text changed my thinking by opening my thoughts up to others in a compassionate way.   Knowing that others carry the scars of their pasts not just physically like Larry did, but emotionally and mentally as well and how those scars from trauma can affect us later on in life.  Trauma drives decisions, attitudes and ones outlook on life.  This is why trauma informed practice is so important to our work as educators.

5. How did this text change your perspective (of Indigenous Peoples, of a particular situation or event, etc.)?

It changed my perspective on the relationship between parents and their children, especially after traumatic events.  Growing up in a two-parent household, I never had to experience things like caring for a younger sibling, divorce of my parents, parties or drugs during those ages.  It’s interesting to see that things like this happened to young generations of kids meanwhile I was living a good life as a child.  Knowing that these kids were going through trauma is something I never considered or thought about.

6. What can you do to be a part of positive change to support Indigenous families and children in your work as a future Educator?

I can be a positive part of change for Indigenous families and children by being aware and self-aware of traumas and triggers when working with kids.  I can come from a place of compassion and understanding while I help create a safe space for children and their families.  I can further support families by being aware of services and making them public to families who are a part of my class.  I can support their cultural identity of the children to foster a sense of ownership in who they are.  I can also work to make sure that the other educators around me come from a place of understanding on how trauma, including intergenerational trauma affects the students we serve.

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The Story Against Resilience, Supports Screaming As Needed, by  Jen Ferguson

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The Story Against Resilience, Supports Screaming As Needed, by  Jen Ferguson

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1.

The story is about Cami, who is feeling the burdened by the expectation of being resilient. She sick of being called resililant. Espeacially on her mothers death anniversary. She vents her emotions by screaming outside her workplace. Her sister finds her outside, shares the news of her academic success of recieving scholarship offers from multiple universities. She acknownledges her sisters achievements and agrees to a family dinner.

2.

-Burden of resilience

-Family dynamics

-Grief

-Hope

3.

I think the main message of the story is the importance of acknowledging and expressing emotions rather than supressing.

4.

The story was abit short for it to change my thinking, but it did make me think about how hard it can be on an individual to be resilient. Having to adapt, cope, recover, and learn from experiences to grow stronger.

5.

It shifted my perspective of sometimes we have to express our emotions instead of always having to be resilant. As I said in the answer above, it can be alot on an individual to keep it up and adapt and cope to challanges.

6.

Acknownledgeing the unique challnages and strengths that indigenous families, and communities face. Learning and understanding indigenous history. Building strong relationships with indigenous families. Community involvment of bringing in an elder in educational activites.