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Natasha Andriano
EDU428 OTECC
Dr. Patricia Briscoe
29 March 2021

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Based on readings and learnings accomplished through completing Module 3 and 4, a summary of the learning that took place is that there is a gap between educational institutions and those who do not categorize and follow a Euro-centric worldview, which furthers and favours assimilationist ideologies. Because of this, education systems are subconsciously trying to make minority students ‘more Canadian’, which ultimately damages students' self-esteem and perception of their individual identities from the experiences that may take place in schools, which can unfortunately follow them for a life-time. A prime example of this is the hardships and exploitation Indigenous peoples underwent. In Module 3, Chapter 2 highlights that negative and stereotyped perceptions of Canada’s Indigenous peoples persist as evidenced in their everyday encounters with some members of the non-Native population (Egbo, 2009). The re-culturization Indigenous peoples experienced caused brutal forms of oppression, degradation, social and legal injustices that Indigenous peoples experience the everlasting consequences of the past still today.

Along the same vein, in Chapter 3, the author highlights how ESL and FSL students go through various challenges as they try to acquire the mainstream language. The Chapter emphasizes the major concerns of those who are categorized as a linguistic minority in Canada, and have been traditionally been normalized to exclude their language as Anglophone and Francophone have been prioritized. The privilege of English and French in schools suggests that “the languages of other groups in the mosaic are less valued’ (Egbo, 2009). Because of this, Aboriginal languages are also suffering from the consequences of cultural hegemony and past colonial practices along with present government policies, that have focused on monolingual English education, thus assimilating Indigenous peoples into mainstream culture through educational practices. Issues such as racism, discrimination and stereotyping are major areas of concern for those that are minoirity students, and because the education system continues to reinforce the social construction of what is deemed to be ‘normal’, students experience prejudicial attitudes and actions in a cycle that never ends. Although educators may not be explicitly aware of their actions, it causes damaging effects to students undergoing this treatment as they will not feel confident, valued, or included as they should be. As mentioned in the text, “this “sorting” function limits the future prospects and life chances of many minority students'' (Egbo, 2009).

Furthermore, Module 4 focuses on Indigenous Perspectives as it highlights commonly used terms and how to approach and become a better educator when teaching Indigenous education to students whilst incorporating Truth and Reconciliation as well. In the video Indigenous Peoples: Advocating for Education, hosted by the United Nations through a webinar on January 24th, 2021, highlights the mistreatment and ignorance that has taken place in Canada. Unfortunately, Indigenous peoples did not have a voice as they were unable to represent themselves. Dr. Wilton LittleChild explains the detrimental effects that children underwent due to the cycle of what was deemed ‘normal’ and learned through past generations. The consequences that past generations experienced are still prevailing today as the suffering, exploitation, abuse and punishment are still areas of trauma that they can never forget. The abuse and loss of a child is something that was common during these times, solely due to the fact that they were considered ‘different’. Likewise, in the video, The Teacher Solving Problems in a Remote Inuit Community: Maggie MacDonnell, Global Teacher Prize, also highlights the devastating challenges children today still experience due to the discrimantion and colonial history that took place in the past. Maggie explains how Nunavut is experiencing a suicide crisis and becasue of this she had to make a change as she could not bear to witness another child’s funeral. She implemented a project called ‘students feeding students’, which aims for students to create a healthy snack everyday for the school community. Her goal is to create projects that students can participate in a meaningful way. Maggie continues to say that confidence and self-esteem are areas she likes to emphasize, that way her students have a positive learning experience and feel good about themselves and coming to school.

It is evident that through these learning Modules, Chapter 2 and 3, and also participating in viewing the videos for Module 4, all have a common theme and connection - that we as educators must do our best to educate and make all students feel valued, loved, included and comfortable, regardless of their background. Indiegenous education is highlighted throughout all the readings and videos and is something we as educators need to be better informed about and take part in being knowledgeable, and sharing that knowledge with our students.

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What did I learn about myself?

Through the learnings of Module 3 and 4, I have learned that issues of the past are still present in not only our society, but our education systems as well. As mentioned in Chapter 2, schools must always be prepared to provide the necessary services, including  psychological counselling (Egbo, 2009). Because of this, I have learned that as an educator we are not only responsible for administering and executing the curriculum, but also providing emotional, mental and overall well-being support and guidance to all students in our classroom. By doing so we are making students feel welcomed, safe, and valued - which will ultimately contribute to their overall well-being and thus have a positive impact on their educational journey. Through these learnings, I have learned that my positionality and practices as an educator is beyond important as we have the power and responsibility to change and better the lives of all our students - including those who may be categorized as a minority. I will take on the position to instill diversity as it is a reality that all social institutions, including schools must address. I have also learned about myself that I thought I was well-educated and informed about the experiences Indigenous peoples underwent, although through this learning process I have learned much more than I initially thought, such as decolonization -  and because of this it will benefit my teachings practices which will ultimately benefit my students learning. These modules have allowed me to become self-reflective and has opened my eyes to new perspectives, especially those of Indigenous backgrounds. We as teachers need to honour Indigenous peoples for their progress and refrain from commiserating with their past.

What did I unlearn?

Through the module resources, discussions and information presented, I have unlearned that multiculturalism masks the inequalities that exist in society under the policy that values inclusion. It’s ironic how a policy that it meant to highlight inclusion, equity and diversity, in actuality is hiding the inequalities that are present. Because of this I am aware that gathering resources, having an open mind and understanding others perspectives is vital in the teaching profession as we must be aware and be able to read and research information critically. Prior to reading this article, I thought Canada was a country that embraced multiculturalism, and was inclusive. Although I still believe this to be true, I am not as naive to the hidden agendas that exist and are still present in our country today. For example, as mentioned in Chapter 2, there are inequalities present as multicultural funding has been seen to be selective and unfair, which thus results in further splintering of groups due to resource related in-fighting (Egbo, 2009). It is made clear that a policy that is grounded in promoting fairness, equity and inclusion, hypocritically acts the opposite as it continues to create barriers amongst those who are considered the majority (who are also deemed as ‘normal’), and those who are categorized as the minority (those who are deemed as ‘outsiders’). Colonial issues from the past are still present today, and it is unfortunate that Canada still favours and assimilates those who do not categorize as the majority. Through this unlearning, I will be aware and ensure that no students' differences are used in a way that separates them, but rather celebrates and makes them feel included and valued. I will do this through differentiated instruction, and also through compassion and understanding. Being aware that all students come from different experiences and backgrounds is vital for teachers as it allows them to grasp a good understanding on the ways in which they can best help their students, through research, practice and evidence.

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Through the module resources, I am now aware of the necessary steps needed in order to embody diversity, equity and inclusion in my classroom and school communities. Indigenous education and knowledge is vital for our students to understand and appreciate as the hardships and exploitation Indigenous peoples experienced deserve to be recognized and acknowledged as they warrant justice for their progress. Not only students, but teachers also need to be knowledgeable and take the necessary steps to ensure they can understand and teach Indigenous education in a way which inspires students to make a change and difference within their communities. Topics such as relationships, reciprocity, respect and responsibility, will cultivate an environment in which values, equity, inclusion and diversity for those who are considered to be a minority group. Teachers have a responsibility to guide all students towards reconciliation. Educators also have the influence to respect the sophistication of Indigenous knowledge, spirituality and wisdom, and by doing so they must also instill this level of respect to their students as well. Students need to be aware of the brutality and abuse Indigenous peoples experienced - as an educator it is my job to teach students about this (in student friendly/appropriate language), that way students are informed and are able to understand the importance of honouring their progress while being inclusive and accepting of those who are Indigenous.

Action Plan:

1. Become knowledgeable and take training courses/information sessions on Indigenous Education

2. Research ways to differentiate instruction and assessment when teaching students about Truth and Reconciliation

3. Create relationships with Indigenous peoples (show students documentaries, have Indigenous people(s) come in to talk about their experiences, traditions, and rituals)

4. Learn from local Indigenous Knowledge Keepers

5. Engage in community projects (Medicine Wheel Education, Paths to Reconciliation, Orange Shirt Day, Earth to Tables Legacies, The Red Dress Project etc.)

6. Role-model diversity, equity and inclusion as an example for students throughout day-to-day practices

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Anh, Ly. (2015). ‘Stereotypes are reality’: addressing stereotyping in Canadian Aboriginal medical education. Medical Library, 49(6). Retrieved from  https://doi-org.ezproxy.niagara.edu/10.1111/medu.12725

This research paper highlights the stereotypes that are present amongst Canadian societies in regards to medical education with Indigenous peoples. Due to stereotypes, it has had a negative impact on the health and overall well-being of those who are Indigenous. Because of the dominant cultures attitudes and values inflicted on Indigenous peoples, it has consequently affected the quality of care and health outcomes for Indigenous patients. This research paper highlights the misconceptions that further instills stereotypes such as, “My dad had grown up with the idea that there is a much higher rate of alcoholism among First Nations populations” (Anh, 2015). As a result, it is important to teach students about the stereotypes that are present, and to provide students with the knowledge and understanding on how to diminish stereotypes, as we need to develop a critical understanding of racial and ethnic disparities in health care to remove racism and the effects it has on Indigenous peoples interactions.

Legacy Schools Program. (2021). The Gord Downie & Chanie Wenjack Fund. Retrieved from https://downiewenjack.ca/our-work/legacy-schools-programs/

This resource aligns with my action plan as it provides teachers and students with the tools and opportunities needed to get a deeper understanding of Reconciliation. The program Legacy Schools, aims to build a cultural understanding as a way to create a path towards Reconciliation between Indigenous and non-Indigenous peoples. This program engages students and educators in the work of Reconciliation to bring awareness, education and connections. This program challenges Canadian students to do something to raise awareness and educate others on Reconciliation, and also challenges students to try to improve the relationships between Indigenous and non-Indigenous peoples. By doing so, students will get a deeper understanding of the topics being discussed and will be able to critically think about cultures other than their own.

Santoro, Ninetta and Reid, Jo-Anne and Crawford, Laurie and Simpson, Lee (2011) Teaching Indigenous children : listening to and learning from indigenous teachers. Australian Journal of Teacher Education, 36 (10). pp. 65-76. 5. ISSN 1835-517X

This article highlights the importance of having Indigenous teachers in school communities as it will play a vital role in mentoring non-Indigenous educators to better the experiences of their students and student learning outcomes/outlooks when discussing Indigenous education. This article emphasizes the importance of creating opportunities for non-Indigenous teachers to listen to and learn from Indigenous colleagues. Being able to learn and understand the culture first-hand, will make a large impact and difference on the teaching experiences teachers provide to their students.