Category Archives: STARSregina

#education, learning, reflection, social justice, STARSregina, UR S.T.A.R.S.

“S0, Why Are You Here?”

As I prepare for an exciting new semester, I also prepare for an exciting new leadership role with UR S.T.A.R.S. A group dedicated to anti-racist/oppressive education; a group of inspiring, influential, and incredible colleagues and faculty members from the University of Regina. As I began introducing myself to the Executive Director role I will share with Cassandra Hepworth, I was asked about my journey here: How did you end up here? Why did you end up here?

I believe Indigenous peoples of Canada should not have to mentally prepare how to act around Caucasians; I believe we should be able to share smiles, handshakes, and equal education and career opportunities. I believe all individuals should be able to apply to any educational opportunity-there should be no exceptions made to the individuals with autism. I believe the stigma surrounding mental health needs to be removed; no one deserves to be labeled “crazy” or “pathetic” because they are fighting an invisible illness. I believe new Canadians should be welcomed with open arms, and not expected to meet the arbitrary “Canadian” list of values defined by the same government who maintain “The Indian Act.

It is the work UR S.T.A.R.S. does for these oppressed groups in society that drew me to join and work, and now lead, alongside great colleagues to provide resources, professional development opportunities ,and open panel discussions to make these topics less awkward and to influence others to provide anti-racist/oppressive education.

My obvious passion for education, an inclusive learning environment and society provided a strong foundation to my path. As my awareness of our history and relationships with First Nations peoples increased, so did my interest in learning and working to share this important information- sharing these truths to work towards reconciliation. The wise words “once you see it, you can’t un-see it” stuck with me, and I believe this is information and learning that must be seen.

Furthermore, as a friend it is an important component of my relationships. I do this work as the work of a friend. I work towards reconciliation and and inclusive society with the constant thought of my friends who, with their ancestors, have fought for this for hundreds of years; my friend whose transgendered child was terrified to share who he really is; my friends and family who refuse to be labeled “crazy” so they silently deal with anxiety and depression.

There is a strong personal element behind every step I take; these personal relationships continue to push me through the roughest terrain on the journey. While I know my steps are small, and I will be wrong and make mistakes, “if it is worth doing badly, it’s worth doing.” If our message positively affects one person out of 1000, that is one more person taking our message to 1000 others.

There will no doubt be difficult days with resistance and frustrations; it is in these moments we must remember to continue to learn. I look forward to building and forming many new relationships, as well as sharing many opportunities to learn and grow with Cassandra, the UR S.T.A.R.S. team, and each and every one of you!

 

 


audre lorde, context collapse, digital identity, dominant narrative, ecmp355, networks, notyourshield, performance, performativity, PLN, social justice, social media, STARS, STARSregina, treaty education

Why we cannot stay silent: performing online to build networks of solidarity

Digital Sleuthing and Context Collapse

In my ECMP 355 class, we recently engaged in a digital sleuthing activity, where we were put into groups and challenged to find out and record as much information as we could about an individual in about 7 minutes. This activity launched discussion around the importance of having a strong, positive digital identity in today’s world. This article even suggests that digital profiles, including professional Twitter, YouTube, and blog accounts, will soon replace the paper resumé.

Naturally, after digital sleuthing Alan Levine, I felt compelled to Google myself and check out my digital identity these days. When I did, I was pleasantly surprised (and slightly uncomfortable) with the results. Everything that came up on Google’s first page was actually about me. It came up with my portfolio, my Twitter account, pictures of me, my profile on the Regina Cougars Athletics site, my Storify account, an article about Katia and I presenting at an education conference in London, my YouTube channel, and my Pinterest account.

Screen Shot 2016-02-19 at 2.40.37 PMScreen Shot 2016-02-19 at 2.40.52 PM

What freaked me out a little more was looking through the images associated with my name: 6 pictures of my face; a bowl of the delicious honey lemon chicken I pinned on Pinterest last week; pictures from #TreatyEdCamp; STARS Regina logos; and pictures of my friends, classmates, and profs.

Google knows me very well… (and therefore, anyone with Internet access potentially knows me that well). It creates an interesting and strange dynamic. I can no longer control who knows what about me (context collapse); I can only control what is out there for people to know about me.  

Performing Online (and IRL)

I like to refer to “what is out there for people to know about me” as how I perform online. To me, ‘performance’ means mean the way I choose to portray myself in certain online spaces (ie. the topics I deem important enough to tweet/write about, how I choose to respond or not respond to controversial articles, whether or not I share that picture of the super healthy salmon, quinoa, and broccoli dinner I had last night, etc).   

I like to use the word ‘perform’ for a couple of reasons:

  1. It felt a bit like acting when I first started sharing on social media. I was unsure of myself, I was overthinking my hashtag use, and I was constantly wondering what others would think about what I was sharing. However, I sneakily pretended I knew what I was doing over and over again until I actually felt like I knew what I was doing. 
  2. I’m taken to the Butler/Foucault idea of performativity – that everything is performance, that we are constantly enacting particular discourses, and that identity is fluid rather than fixed.
  3. I think performance is a constructive starting point (and sometimes the only possible starting point), as I describe in this blog post and Arthur Chu describes in this critique of #NotYourShield.

Performing as Anti-Oppressive Educator

I perform the role of anti-oppressive educator online in many ways:

I include #starsregina, #socialjustice, #treatyed in my Twitter bio, and I identify my location as Treaty 4 Land.

Screen Shot 2016-02-19 at 1.51.13 AM

I tweet about social justice issues.

I write (not often enough) about privilege, racism, sexism, and mental health.

Why engage with these difficult topics in online spaces?

  1. Because they are important. Plain and simple.

It can be terrifying to share about these topics, as Kendra describes in her beautiful post, The Untold Story; however, silence often means complicity in the dominant narrative.

Audre Lorde challenged others on their silence in an incredible speech she gave way back in 1977:

“What are the words you do not have yet? What do you need to say? What are the tyrannies you swallow day by day and attempt to make your own, until you will sicken and die of them, still in silence?

She also warned against staying silent due to fear:

“For we have been socialized to respect fear more than our own needs for language and definition, and while we wait in silence for that final luxury of fearlessness, the weight of that silence will choke us.”

And finally, she emphasizes that speaking out bridges differences:

“My silences had not protected me. Your silence will not protect you. But for every real word spoken, for every attempt I had ever made to speak those truths for which I am still seeking, I had made contact with other women while we examined the words to fit a world in which we all believed, bridging our differences.”

You should probably just go read the whole thing. It’s amazing.

  1.  Because sharing and bridging differences in this way builds powerful networks.

We talk all the time about the importance of building a PLN and how these connections provide us with invaluable resources and relationships, but it’s even more than that. Our networks help sustain us when we feel we are falling short, when we lose ourselves in fear and drift back toward silence.

As Sherri Spelic eloquently describes in this post:

“Pooled with other folks’ resources, the radical can grow, the imagination nurtured, a collective power set free. Precisely when I am feeling small, deflated or unheard, when I am asking myself that critical question: “Who am I to do this work?”, this is when I have to see that I do not and need not walk alone.”

So I will continue to perform in real life and online, aiming to maintain and strengthen my positive digital identity. When sharing, I aspire to overcome my fears, reject my silences, and respect my need for language, definition, and discussion around important, sometimes discomforting topics. In doing this, I hope to build a network that will support, encourage, and challenge me, but most of all, remind me that I’m not alone.

Has your PLN ever helped you through challenging times or times when you felt isolated? Has your network ever encouraged you to break your silence on an important issue?  Comment below – I’d love to read your thoughts on this!


STARSregina

Unfold; Hope, Please.

(Before reading, please note: This post has been written, torn apart, deleted & re-visited multiple times since the Blanket Exercise occurred last Wednesday. The rawness & realness of said experience was challenging to wrap my mind around, let alone even begin unpacking it… words continue to escape me as I sort through my thoughts and emotions in an effort to authentically reflect. The following excerpt provides insight into some of my disseminated thoughts regarding the Blanket Exercise.)

Palms drenched in sweat; a knot so twisted and wretched within my stomach. Emotion has consumed me, so much so that I can barely speak. Sadness, anger, embarrassment; empathy, inspiration, hope. Upon entering the space this morning to partake in the Blanket Exercise, I was not expecting (or prepared) to embody this narrative – feeling the emotion, real and raw, arising at the surface.

—–

Before: A small group of individuals gathered together for this workshop led by Dr. Shauneen Pete and Dr. Michael Cappello. The room was quiet as everyone began to absorb the words spoken; the space was calm and collected – yet I could feel the fear beginning to present itself, I was hopeful that I could keep my emotions in check (I failed miserably at this FYI. There is something about emotional vulnerability that is both inspiring and fearful… the latter was a self-constructed barrier ever present in my mind throughout the entire exercise…). The purpose of the workshop is to “help participants understand how colonization of the land we now know as Canada has impacted the people who lived here long before settlers arrived…exploring the nation-to-nation relationship between Indigenous and non-Indigenous peoples in Canada, how this relationship has been damaged over the years, and how they can work toward reconciliation.” Powerful.

Screen Shot 2015-09-15 at 11.21.32 PM

During: I felt as though I was witnessing the depletion of rights, identity and relationships (with self, others and the land) with each fold of the blankets. Disempowerment, assimilation, cultural genocide; with each fold I felt as though I was being slapped in the face and punched in the gut at the same time – evident, real and heartbreaking. It was uplifting to view our collective history from a refreshing perspective, one not reflective of the dominant narrative that we hear all too often (I think about all of the opportunities provided for learning and growth on behalf of Indigenous individuals… I think about the effort on their part to mend relationships and move forward together… I am thankful for the continual offering of opportunities such as the Blanket Exercise, all in ways [and spaces] that feel safe… It is comforting to know that I can explore discomforting narratives in a judgment-free manner where I am invited to take risks… I am aware of the privileged nature of my previous thoughts in lines above; this is still a fairly new [vulnerable] territory for myself…).

Screen Shot 2015-09-15 at 11.21.18 PM

After: I believe that the sick feeling I continue to experience when exploring discomforting narratives resonates strongly with guilt. However, harbouring guilt is not productive; yes we must acknowledge that the guilt exists, but then we must shift this energy to act on our responsibilities (call to action). Aside from negativity and pessimism, this experience gave me a glimmer of immense hope – as each corner of the blanket began to unfold, I felt empowered…hopeful for the future. I try to hold the images of said hopefulness in my heart and mind. The power behind debriefing and allowing individuals to emotionally and mentally unpack the experience is vital; I am actually unsure as to whether or not I would have been able to walk away from the experience and process my thoughts and emotions in a constructive way otherwise. The potential learning opportunities the Blanket Exercise & debriefing opens up for us as classroom teachers is so significant – walking alongside students as we navigate through this narrative is impactful, but providing students an opportunity to debrief (and further unpack) afterwards immensely amplifies the powerful nature of this essential experience.

Future: I have been asked to participate in the facilitation of the Blanket Exercise with an inspiring group of middle years students and educators during the Treaty Four Days gatherings taking place on the Treaty Four Grounds in Fort Qu’Appelle, Saskatchewan. I can only imagine that this opportunity will be powerful beyond measure and I could not be more thankful to be a part of it. Experiences such as the Blanket Exercise cannot simply be done once, mastered and disposed of; each time I immerse myself in the teachings of the narrative, I am sure to come to new understandings. Diverse participants, bringing diverse perspectives to the table each time – pushing me to continuously revisit places of discomfort. If I am being honest, it truly amazes me how much I am learning (and unlearning) on a daily basis. Whether intentional or not, I always seem to find myself amidst critical conversations that lead to reflection and further acquisition of knowledge. I owe said daily experiences to the thoughtful, inspiring individuals whom surround me as I walk this journey. My mind cannot even begin to imagine where I would be without individuals who exude constant passion, love and kindness. Let me just take a moment right here to think about all of these individuals and the ways in which they have forever changed my life… wow.

As I prepare for tomorrow, right now, I am thinking about how the teachings of the Blanket Exercise are interwoven with the teachings of reconciliation. The words of National Chief of the Assembly of First Nations, Shawn A-in-chut Atleo resonate strongly here: when describing his late grandmother’s thoughts regarding reconciliation he states, “she found that encouraging, because it’s the first step, actually seeing one another, having the silence broken and the stories starting to be told…. I think that’s where it begins, isn’t it? Between us as individuals sharing the stories from so many different perspectives so that we can understand” (http://www.trc.ca/websites/trcinstitution/File/2015/Honouring_the_Truth_Reconciling_for_the_Future_July_23_2015.pdf). I really believe that reconciliation does not involve me learning/reading something & teaching it to someone else (as some might say, doing the work of a good white person); it is more than that. Reconciliation is about learning to walk alongside one another, walking together in good ways. I believe the teachings of the Blanket Exercise will bring us together tomorrow, as one – learning, thinking, feeling, supporting and understanding one another. For now though, these thoughts are to be continued…


STARSregina

Unfold; Hope, Please.

(Before reading, please note: This post has been written, torn apart, deleted & re-visited multiple times since the Blanket Exercise occurred last Wednesday. The rawness & realness of said experience was challenging to wrap my mind around, let alone even begin unpacking it… words continue to escape me as I sort through my thoughts and emotions in an effort to authentically reflect. The following excerpt provides insight into some of my disseminated thoughts regarding the Blanket Exercise.)

Palms drenched in sweat; a knot so twisted and wretched within my stomach. Emotion has consumed me, so much so that I can barely speak. Sadness, anger, embarrassment; empathy, inspiration, hope. Upon entering the space this morning to partake in the Blanket Exercise, I was not expecting (or prepared) to embody this narrative – feeling the emotion, real and raw, arising at the surface.

—–

Before: A small group of individuals gathered together for this workshop led by Dr. Shauneen Pete and Dr. Michael Cappello. The room was quiet as everyone began to absorb the words spoken; the space was calm and collected – yet I could feel the fear beginning to present itself, I was hopeful that I could keep my emotions in check (I failed miserably at this FYI. There is something about emotional vulnerability that is both inspiring and fearful… the latter was a self-constructed barrier ever present in my mind throughout the entire exercise…). The purpose of the workshop is to “help participants understand how colonization of the land we now know as Canada has impacted the people who lived here long before settlers arrived…exploring the nation-to-nation relationship between Indigenous and non-Indigenous peoples in Canada, how this relationship has been damaged over the years, and how they can work toward reconciliation.” Powerful.

Screen Shot 2015-09-15 at 11.21.32 PM

During: I felt as though I was witnessing the depletion of rights, identity and relationships (with self, others and the land) with each fold of the blankets. Disempowerment, assimilation, cultural genocide; with each fold I felt as though I was being slapped in the face and punched in the gut at the same time – evident, real and heartbreaking. It was uplifting to view our collective history from a refreshing perspective, one not reflective of the dominant narrative that we hear all too often (I think about all of the opportunities provided for learning and growth on behalf of Indigenous individuals… I think about the effort on their part to mend relationships and move forward together… I am thankful for the continual offering of opportunities such as the Blanket Exercise, all in ways [and spaces] that feel safe… It is comforting to know that I can explore discomforting narratives in a judgment-free manner where I am invited to take risks… I am aware of the privileged nature of my previous thoughts in lines above; this is still a fairly new [vulnerable] territory for myself…).

Screen Shot 2015-09-15 at 11.21.18 PM

After: I believe that the sick feeling I continue to experience when exploring discomforting narratives resonates strongly with guilt. However, harbouring guilt is not productive; yes we must acknowledge that the guilt exists, but then we must shift this energy to act on our responsibilities (call to action). Aside from negativity and pessimism, this experience gave me a glimmer of immense hope – as each corner of the blanket began to unfold, I felt empowered…hopeful for the future. I try to hold the images of said hopefulness in my heart and mind. The power behind debriefing and allowing individuals to emotionally and mentally unpack the experience is vital; I am actually unsure as to whether or not I would have been able to walk away from the experience and process my thoughts and emotions in a constructive way otherwise. The potential learning opportunities the Blanket Exercise & debriefing opens up for us as classroom teachers is so significant – walking alongside students as we navigate through this narrative is impactful, but providing students an opportunity to debrief (and further unpack) afterwards immensely amplifies the powerful nature of this essential experience.

Future: I have been asked to participate in the facilitation of the Blanket Exercise with an inspiring group of middle years students and educators during the Treaty Four Days gatherings taking place on the Treaty Four Grounds in Fort Qu’Appelle, Saskatchewan. I can only imagine that this opportunity will be powerful beyond measure and I could not be more thankful to be a part of it. Experiences such as the Blanket Exercise cannot simply be done once, mastered and disposed of; each time I immerse myself in the teachings of the narrative, I am sure to come to new understandings. Diverse participants, bringing diverse perspectives to the table each time – pushing me to continuously revisit places of discomfort. If I am being honest, it truly amazes me how much I am learning (and unlearning) on a daily basis. Whether intentional or not, I always seem to find myself amidst critical conversations that lead to reflection and further acquisition of knowledge. I owe said daily experiences to the thoughtful, inspiring individuals whom surround me as I walk this journey. My mind cannot even begin to imagine where I would be without individuals who exude constant passion, love and kindness. Let me just take a moment right here to think about all of these individuals and the ways in which they have forever changed my life… wow.

As I prepare for tomorrow, right now, I am thinking about how the teachings of the Blanket Exercise are interwoven with the teachings of reconciliation. The words of National Chief of the Assembly of First Nations, Shawn A-in-chut Atleo resonate strongly here: when describing his late grandmother’s thoughts regarding reconciliation he states, “she found that encouraging, because it’s the first step, actually seeing one another, having the silence broken and the stories starting to be told…. I think that’s where it begins, isn’t it? Between us as individuals sharing the stories from so many different perspectives so that we can understand” (http://www.trc.ca/websites/trcinstitution/File/2015/Honouring_the_Truth_Reconciling_for_the_Future_July_23_2015.pdf). I really believe that reconciliation does not involve me learning/reading something & teaching it to someone else (as some might say, doing the work of a good white person); it is more than that. Reconciliation is about learning to walk alongside one another, walking together in good ways. I believe the teachings of the Blanket Exercise will bring us together tomorrow, as one – learning, thinking, feeling, supporting and understanding one another. For now though, these thoughts are to be continued…


STARSregina

Witness In The Classroom – A Response To Pre-Internship Teaching.

WITNESS IN THE CLASSROOM

I decided to transition my learning experience from a solely personal entity, to a relational journey alongside my students. My time spent with my pre-internship class navigating through our ‘shared history’, as well as coming to understand how one bears witness and honours gestures of reconciliation, was an emotionally powerful experience. Our essential questions were as follows:

  • Why are we all Treaty People?
  • What does it mean to be a Treaty Person (past, present and future)?

Focused Outcomes: Our learning mainly surrounded Social Studies and English Language Arts; however, was also connected to additional subject areas (i.e., Mathematics, Health Education, etc.).

          Social Studies 6:

Outcome: DR6.4 – Relate contemporary issues to their historical origins in Canada and a selection of countries bordering the Atlantic Ocean.

a. Construct a timeline or other graphic or digital representation to associate contemporary events with their historical origins in Canada and in a selection of countries bordering the Atlantic Ocean.

b. Analyze the historical origins of a current issue affecting youth in Canada and a selection of countries bordering the Atlantic Ocean by tracing the evolution of the issue over time (e.g., slavery, colonization, migration, and indigenous peoples’ relationships with colonizing peoples).

          ELA 6:

Outcome: CC6.1 – Create various visual, multimedia, oral, and written texts that explore identity (e.g., Your Choices), social responsibility (e.g., Looking for Answers), and efficacy (e.g., Systems for Living).

a. Represent ideas, opinions, and facts about identity, social responsibility, and efficacy for specific purposes (e.g., to explain, to narrate, to describe, to persuade) and audiences.

b. Create speeches, written compositions, and other representations that feature the following qualities:

  • Message Content or Ideas (Meaning):Focuses on straightforward ideas and information; provides relevant details, examples, and explanations; generally is accurate and complete; uses own words.
  • Organization and Coherence (Form):Introduces the topic and purpose; may provide some context; sticks to the topic; provides easy-to-follow sequence with related ideas grouped together (sequence is logical); uses a variety of connecting words; creates a logical ending; includes appropriate, required text features (e.g., titles, headings, diagrams, illustrations); uses paragraphs that have main ideas and supporting details.
  • Language Conventions (Style and Language Choices): Uses clear purpose and language; contains some description and variety in diction; contains a variety of sentence lengths and some varied sentence beginnings; demonstrates the use of several different conjunctions; formulates simple, compound, and complex sentences; applies the conventions of oral and written language, including very few spelling errors, correct punctuation (including use of colon, dash, and hyphen); uses syntactically complete and correct sentences (avoiding run-ons and fragments); uses legible cursive handwriting and other clear representations which are visually accurate and legibly and neatly presented.

c. Create a variety of visual, oral, written, and multimedia (including digital) texts including personal narratives, responses or reactions to reports, articles, instructions, explanations, letters, illustrations, diagrams, leaflets, stories, poems, storyboards, cartoons, skits, or short video scripts.

d. Create a variety of meaningful personal and impromptu communications (e.g., story, poem, visual representation) characterized by some insight, development, and originality.

e. Use speaking, writing, and other forms of representing to respond to experiences and to texts.

Additional Outcomes (that connect in a cross-curricular manner, but were not necessarily included in my unit):

Health Education 6: USC 6.2 – Appraise the importance of establishing/maintaining healthy relationships with people from diverse backgrounds who may or may not express differing values, beliefs, standards, and/or perspectives (i.e., people of various ages, cultures, socio-economic status, faiths, family structures, sexual orientations, and cognitive/physical abilities).

Arts Education 6: CH 6.1 – Investigate how personal, cultural, or regional identity may be reflected in arts expressions.

Treaty Education 6: SI (Spirit & Intent) 6.2 – Analyze the importance of the preservation of the preservation and promotion of First Nations & Metis languages.

  • Express how one’s cultural identity is influenced by language.

  • Describe how the loss of language impacts cultural identity (e.g., importance of ceremony, song, dance, storytelling).
  • Explore initiatives in Canada that contribute to the preservation and restoration of First Nations languages.

—–

We began our experience with a pre-assessment learning activity a few weeks before my three-week teaching block began; I handed each of the students a post-it note and had them answer the question ‘What is a Treaty?’ – to my surprise, very few of them had an understanding of what this meant. We then engaged in an exercise where they ‘voted with their feet’- I read aloud statements regarding Saskatchewan Treaties (relationships and promises). Their goal was to move around the room as reflective of their current understanding of said concepts. Again, I was a little surprised at how insignificant their background knowledge and prior experiences were (afterall, Treaty outcomes and indicators have been mandated for a majority of their schooling experience – why had they not learned any of this as of late?). I knew at this point that there was a lot of work to be done in terms of building a strong, sound foundation of understanding for these students to be able to move forward with. Although my outcomes were focused on the contemporary issues in relation to their historical origins, I knew that I needed to head back in time in terms of content taught – beginning with the signing of the Treaties and moving forward. I knew that it would not be an equitable, meaningful learning experience if I jumped into a discussion of contemporary issues without teaching the ‘basics’ (i.e., how can students fully understand the current implications of intergenerational reverberation existing today as a result of Residential Schools if they have little to no understanding as to what ‘Residential Schools’ involves).

Our three-week learning experience sparked many questions and inquiries and I was continuously inspired by the empathy and thoughtfulness displayed by the students on a daily basis. Their passion for learning this content emotionally moved me – I knew that I was making a difference in their experiences. As students continued to become intensely invested in the learning, I started to realize how little I actually know (and how much learning I still need to do – I am in no way an expert). It was humbling for me to admit this to my students and this vulnerability brought us closer together – we were on this journey together.

We wrapped up our learning experience with a (brief) discussion surrounding contemporary issues; this was exciting, as students were actively engaged in the inquiry and discussion process. Students brought current events into the classroom, which was the starting point for our discussion regarding stereotypes, racism, and intergenerational effects (as well as what is fact versus what is opinion). Students were able to make strong connections between prior content learned in the three-weeks (i.e., broken Treaty promises, the Indian Act, Residential Schools, etc.) and contemporary issues occurring in our community, city, and country. Some students were appalled that the effects of Residential School are still prevalent in the lives of First Nations Peoples today – this sparked aggressive emotions within them and allowed for a smooth, and empathetic, transition into our discussion of reconciliation. We took our learning beyond the classroom walls and into the community by spending the day at the University of Regina alongside the Witness Blanket exhibit. We began by watching the project video on the Witness Blanket website, as well as a video my peers had created for a course assignment (the video featured information about Residential Schools, as well an interview with Elder Joseph regarding the significance of the Witness Blanket in support of reconciliation). At this point in our journey, the students had a strong foundation of background knowledge to authentically experience the Witness Blanket – their hearts were open and ready to feel.

Our tour of the Witness Blanket began with an exploration – the students were able to experience the artifacts individually, while being cognizant of the artifacts that they connected/resonated with. The students were so excited; taking pictures to show their families at the end of the day, and asking questions with immense excitement – the overall energy level was through the roof! We then experienced the Blanket collaboratively; we walked along the Witness Blanket, while students shared and asked questions about certain artifacts – I shared as much knowledge as I possessed regarding certain artifacts, but did not have answers to all of their questions. We used this as an opportunity to further our learning – we researched, collectively, what we did not know! It was truly powerful.

witness blanket tour 1

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In order to unpack our time spent with the Witness Blanket, we participated in a sharing circle by which students expressed their thoughts, emotions and understandings surrounding content learned throughout the unit in connection with the Witness Blanket – powerful words were shared during this time. I could not believe some of the things they were sharing – I was at a loss of words. Their thoughts were filled with empathy, respect, and authentically genuine hope for a better future for all people. Despite living in a overly critical, oppressive (stereotypical and racist, as well) world, these students continue to show acceptance and love for all people – they give me hope for a future of reconciliation, Our day ended with a discussion of what ‘reconciliation’ means to us, as well as an art making experience. Students had a choice as to how they were going to represent their learning in a visual, creative manner – using symbols, words, images, etc. This process was therapeutic for the students – they were able to continue to reflect on their experience, while also unpacking the ‘uncomfortable’ information at a level appropriate for their own personal wellbeing (independently, in small groups, with myself, etc.).

bear witness 3

—–

As a cumulative way to conclude and represent the learning that took place during our time together, we have created a video as a gesture for reconciliation (for more information, visit theProject of Heart website). When reflecting on my experience alongside these inspirational individuals, I feel as though I have accomplished one thing: providing them with a meaningful learning experience. Would I have liked to dig deeper into my outcome (contemporary issues)? Of course. Was three-weeks enough time to do a ‘good job’ (provide an authentic experience)? Definitely not. Do I think that I at least provided the students with somewhat of a foundation to build off of moving forward? Of course – if anything, my students now have an understanding/foundation of knowledge surrounding our country’s ‘shared history’, as well as where their responsibility lies moving forward (bearing witness and reconciliation). I am proud of the risks these students were willing to take on a daily basis, putting themselves through some overtly uncomfortable learning experiences. They are strong, resilient individuals who have shared this strength and passion with me – I have hope for their bright futures and the things they will make possible for all people as a result of their willingness to move forward, but never forget. 


STARSregina

Witness In The Classroom – A Response To Pre-Internship Teaching.

WITNESS IN THE CLASSROOM

I decided to transition my learning experience from a solely personal entity, to a relational journey alongside my students. My time spent with my pre-internship class navigating through our ‘shared history’, as well as coming to understand how one bears witness and honours gestures of reconciliation, was an emotionally powerful experience. Our essential questions were as follows:

  • Why are we all Treaty People?
  • What does it mean to be a Treaty Person (past, present and future)?

Focused Outcomes: Our learning mainly surrounded Social Studies and English Language Arts; however, was also connected to additional subject areas (i.e., Mathematics, Health Education, etc.).

          Social Studies 6:

Outcome: DR6.4 – Relate contemporary issues to their historical origins in Canada and a selection of countries bordering the Atlantic Ocean.

a. Construct a timeline or other graphic or digital representation to associate contemporary events with their historical origins in Canada and in a selection of countries bordering the Atlantic Ocean.

b. Analyze the historical origins of a current issue affecting youth in Canada and a selection of countries bordering the Atlantic Ocean by tracing the evolution of the issue over time (e.g., slavery, colonization, migration, and indigenous peoples’ relationships with colonizing peoples).

          ELA 6:

Outcome: CC6.1 – Create various visual, multimedia, oral, and written texts that explore identity (e.g., Your Choices), social responsibility (e.g., Looking for Answers), and efficacy (e.g., Systems for Living).

a. Represent ideas, opinions, and facts about identity, social responsibility, and efficacy for specific purposes (e.g., to explain, to narrate, to describe, to persuade) and audiences.

b. Create speeches, written compositions, and other representations that feature the following qualities:

  • Message Content or Ideas (Meaning):Focuses on straightforward ideas and information; provides relevant details, examples, and explanations; generally is accurate and complete; uses own words.
  • Organization and Coherence (Form):Introduces the topic and purpose; may provide some context; sticks to the topic; provides easy-to-follow sequence with related ideas grouped together (sequence is logical); uses a variety of connecting words; creates a logical ending; includes appropriate, required text features (e.g., titles, headings, diagrams, illustrations); uses paragraphs that have main ideas and supporting details.
  • Language Conventions (Style and Language Choices): Uses clear purpose and language; contains some description and variety in diction; contains a variety of sentence lengths and some varied sentence beginnings; demonstrates the use of several different conjunctions; formulates simple, compound, and complex sentences; applies the conventions of oral and written language, including very few spelling errors, correct punctuation (including use of colon, dash, and hyphen); uses syntactically complete and correct sentences (avoiding run-ons and fragments); uses legible cursive handwriting and other clear representations which are visually accurate and legibly and neatly presented.

c. Create a variety of visual, oral, written, and multimedia (including digital) texts including personal narratives, responses or reactions to reports, articles, instructions, explanations, letters, illustrations, diagrams, leaflets, stories, poems, storyboards, cartoons, skits, or short video scripts.

d. Create a variety of meaningful personal and impromptu communications (e.g., story, poem, visual representation) characterized by some insight, development, and originality.

e. Use speaking, writing, and other forms of representing to respond to experiences and to texts.

Additional Outcomes (that connect in a cross-curricular manner, but were not necessarily included in my unit):

Health Education 6: USC 6.2 – Appraise the importance of establishing/maintaining healthy relationships with people from diverse backgrounds who may or may not express differing values, beliefs, standards, and/or perspectives (i.e., people of various ages, cultures, socio-economic status, faiths, family structures, sexual orientations, and cognitive/physical abilities).

Arts Education 6: CH 6.1 – Investigate how personal, cultural, or regional identity may be reflected in arts expressions.

Treaty Education 6: SI (Spirit & Intent) 6.2 – Analyze the importance of the preservation of the preservation and promotion of First Nations & Metis languages.

  • Express how one’s cultural identity is influenced by language.

  • Describe how the loss of language impacts cultural identity (e.g., importance of ceremony, song, dance, storytelling).
  • Explore initiatives in Canada that contribute to the preservation and restoration of First Nations languages.

—–

We began our experience with a pre-assessment learning activity a few weeks before my three-week teaching block began; I handed each of the students a post-it note and had them answer the question ‘What is a Treaty?’ – to my surprise, very few of them had an understanding of what this meant. We then engaged in an exercise where they ‘voted with their feet’- I read aloud statements regarding Saskatchewan Treaties (relationships and promises). Their goal was to move around the room as reflective of their current understanding of said concepts. Again, I was a little surprised at how insignificant their background knowledge and prior experiences were (afterall, Treaty outcomes and indicators have been mandated for a majority of their schooling experience – why had they not learned any of this as of late?). I knew at this point that there was a lot of work to be done in terms of building a strong, sound foundation of understanding for these students to be able to move forward with. Although my outcomes were focused on the contemporary issues in relation to their historical origins, I knew that I needed to head back in time in terms of content taught – beginning with the signing of the Treaties and moving forward. I knew that it would not be an equitable, meaningful learning experience if I jumped into a discussion of contemporary issues without teaching the ‘basics’ (i.e., how can students fully understand the current implications of intergenerational reverberation existing today as a result of Residential Schools if they have little to no understanding as to what ‘Residential Schools’ involves).

Our three-week learning experience sparked many questions and inquiries and I was continuously inspired by the empathy and thoughtfulness displayed by the students on a daily basis. Their passion for learning this content emotionally moved me – I knew that I was making a difference in their experiences. As students continued to become intensely invested in the learning, I started to realize how little I actually know (and how much learning I still need to do – I am in no way an expert). It was humbling for me to admit this to my students and this vulnerability brought us closer together – we were on this journey together.

We wrapped up our learning experience with a (brief) discussion surrounding contemporary issues; this was exciting, as students were actively engaged in the inquiry and discussion process. Students brought current events into the classroom, which was the starting point for our discussion regarding stereotypes, racism, and intergenerational effects (as well as what is fact versus what is opinion). Students were able to make strong connections between prior content learned in the three-weeks (i.e., broken Treaty promises, the Indian Act, Residential Schools, etc.) and contemporary issues occurring in our community, city, and country. Some students were appalled that the effects of Residential School are still prevalent in the lives of First Nations Peoples today – this sparked aggressive emotions within them and allowed for a smooth, and empathetic, transition into our discussion of reconciliation. We took our learning beyond the classroom walls and into the community by spending the day at the University of Regina alongside the Witness Blanket exhibit. We began by watching the project video on the Witness Blanket website, as well as a video my peers had created for a course assignment (the video featured information about Residential Schools, as well an interview with Elder Joseph regarding the significance of the Witness Blanket in support of reconciliation). At this point in our journey, the students had a strong foundation of background knowledge to authentically experience the Witness Blanket – their hearts were open and ready to feel.

Our tour of the Witness Blanket began with an exploration – the students were able to experience the artifacts individually, while being cognizant of the artifacts that they connected/resonated with. The students were so excited; taking pictures to show their families at the end of the day, and asking questions with immense excitement – the overall energy level was through the roof! We then experienced the Blanket collaboratively; we walked along the Witness Blanket, while students shared and asked questions about certain artifacts – I shared as much knowledge as I possessed regarding certain artifacts, but did not have answers to all of their questions. We used this as an opportunity to further our learning – we researched, collectively, what we did not know! It was truly powerful.

witness blanket tour 1

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In order to unpack our time spent with the Witness Blanket, we participated in a sharing circle by which students expressed their thoughts, emotions and understandings surrounding content learned throughout the unit in connection with the Witness Blanket – powerful words were shared during this time. I could not believe some of the things they were sharing – I was at a loss of words. Their thoughts were filled with empathy, respect, and authentically genuine hope for a better future for all people. Despite living in a overly critical, oppressive (stereotypical and racist, as well) world, these students continue to show acceptance and love for all people – they give me hope for a future of reconciliation, Our day ended with a discussion of what ‘reconciliation’ means to us, as well as an art making experience. Students had a choice as to how they were going to represent their learning in a visual, creative manner – using symbols, words, images, etc. This process was therapeutic for the students – they were able to continue to reflect on their experience, while also unpacking the ‘uncomfortable’ information at a level appropriate for their own personal wellbeing (independently, in small groups, with myself, etc.).

bear witness 3

—–

As a cumulative way to conclude and represent the learning that took place during our time together, we have created a video as a gesture for reconciliation (for more information, visit theProject of Heart website). When reflecting on my experience alongside these inspirational individuals, I feel as though I have accomplished one thing: providing them with a meaningful learning experience. Would I have liked to dig deeper into my outcome (contemporary issues)? Of course. Was three-weeks enough time to do a ‘good job’ (provide an authentic experience)? Definitely not. Do I think that I at least provided the students with somewhat of a foundation to build off of moving forward? Of course – if anything, my students now have an understanding/foundation of knowledge surrounding our country’s ‘shared history’, as well as where their responsibility lies moving forward (bearing witness and reconciliation). I am proud of the risks these students were willing to take on a daily basis, putting themselves through some overtly uncomfortable learning experiences. They are strong, resilient individuals who have shared this strength and passion with me – I have hope for their bright futures and the things they will make possible for all people as a result of their willingness to move forward, but never forget. 


STARSregina

The Power (& Privilege) of Choice.

Why hello…. haven’t been here in a while. I know what you are thinking; must be nice, right? To remove yourself at a whim from the discomfort which arises as a result of difficult learning (and unlearning). Must be relieving to effortlessly ditch the “weight on your chest inhibiting your ability to breathe” feeling that accompanies growth alongside emotional vulnerability….

I often find myself thinking about the choice and commitment to this work that my privilege affords me – I can choose to walk away when it gets hard; step back when I start to feel uncomfortable. I simply did just that; I shared this blog with the world, proud of the growth I had witnessed within myself and my students. Then, just like a tired novel, I shut the door on this experience and moved onward with my life without looking back (or even considering looking back, for that matter). My PRIVILEGE – one which many cannot exercise. Too many individuals live a narrative that presents insurmountable challenges every second, minute, hour – the reality that eats away at your spirit and makes you feel vulnerable.The reality that surrounds you, drowns you, in countless forms of systemic oppression and racism – yeah, the reality that you cannot merely “shut off”.

I recently spent some time alongside family; I was given an incredibly thoughtful gift during this time. A novel, written entirely in poetry; an awe-inspiring work by a Cree author. My family member bought me this book and engaged in a conversation with the author, sharing with him how much she admires my passion and work alongside reconciliation. My work. What work? In this instance I felt like a fake; here I was, basking in the glory of being a good white person, doing the right thing. However, how authentic is that really – what had I done in the past few months to show my passion, love, and support? What “work” had I really done besides talk about all of things I have done in the past to learn and unlearn. This is problematic…

Upon receiving my gift (which really was a blessing in disguise), I immediately dove right into the content. Inside the front cover resides a message from the author; he signed his name ‘in friendship‘ – I was immediately brought to tears. I worked my way through the book, page by page unpacking the knowledge and wisdom woven throughout the words. It was not until this night that I think I truly began to understand the power behind voice and perspective – it hit me like a powerful blow to the gut, I was speechless.

“Can you tell me the name of the steep and rugged mountain you say you climbed and conquered? Was it False Face Mountain? That mountain born from deceit; one that exists only in the mind and that distorts life as ruse bending truth to suit a lie. I know of these things in my wisdom gained, from knowing what is real and what is not. Do you remember when you first laid foot on False Face Mountain? Yes you do! It was long ago while you were young and foolish. Before False Face Mountain rose to the sky where dark clouds roam, making you a foolish mountaineer. Grand it was in your hollow mind; you lived like a man who conquers any obstacle, real or imagined, thinking that no one noticed how hard you tried to hide from the world that sustains life to climb False Face Mountain.” (My Silent Drum, Ovide Mercredi, December 17, 2014)

Can we really consider ourselves to be doing meaningful work when we are continuously living a life that reinforces our own power and privilege (whether we are consciously aware of it or not)? Looking back on the course of my journey over the past year, I would consider myself to be a mountaineer on False Face Mountain; Yes, I did immerse myself in discomfort. Yes, I did experience insurmountable growth in the process. Yes, I did effortlessly abandon the work while continuing to bask in the glory of praise and appreciation as a result of said work. Interesting….

Today I can say one thing for certain, I am committed (committed? that is a fairly translucent term…) to moving forward; part of the process of moving forward is acknowledging where you have been – including the good, the bad and the ugly. These past few months have been the ugly. If I am going to consider myself as a witness alongside a journey that honours and includes reconciliation, I must make an authentic commitment to this work. This involves living and breathing the discomfort that ensues, not mindlessly checking out when the going gets tough (a tourist on False Face Mountain…). To me, Ovide’s book is like a silent drum, ‘that only the listener can hear, understand and hopefully relate to’. Ovide: I heard you; I understand you; I relate to you. Finally, I thank you for helping me to turn a critical lens inward and re-evaluate my intentions alongside this work. See, the thing about power and privilege in regards to choice is that it allows us to ‘start over’ (sometimes continuously). Starting over…. a nice concept. This time, as I begin to descend down and away from False Face Mountain.


STARSregina

The Power (& Privilege) of Choice.

Why hello…. haven’t been here in a while. I know what you are thinking; must be nice, right? To remove yourself at a whim from the discomfort which arises as a result of difficult learning (and unlearning). Must be relieving to effortlessly ditch the “weight on your chest inhibiting your ability to breathe” feeling that accompanies growth alongside emotional vulnerability….

I often find myself thinking about the choice and commitment to this work that my privilege affords me – I can choose to walk away when it gets hard; step back when I start to feel uncomfortable. I simply did just that; I shared this blog with the world, proud of the growth I had witnessed within myself and my students. Then, just like a tired novel, I shut the door on this experience and moved onward with my life without looking back (or even considering looking back, for that matter). My PRIVILEGE – one which many cannot exercise. Too many individuals live a narrative that presents insurmountable challenges every second, minute, hour – the reality that eats away at your spirit and makes you feel vulnerable.The reality that surrounds you, drowns you, in countless forms of systemic oppression and racism – yeah, the reality that you cannot merely “shut off”.

I recently spent some time alongside family; I was given an incredibly thoughtful gift during this time. A novel, written entirely in poetry; an awe-inspiring work by a Cree author. My family member bought me this book and engaged in a conversation with the author, sharing with him how much she admires my passion and work alongside reconciliation. My work. What work? In this instance I felt like a fake; here I was, basking in the glory of being a good white person, doing the right thing. However, how authentic is that really – what had I done in the past few months to show my passion, love, and support? What “work” had I really done besides talk about all of things I have done in the past to learn and unlearn. This is problematic…

Upon receiving my gift (which really was a blessing in disguise), I immediately dove right into the content. Inside the front cover resides a message from the author; he signed his name ‘in friendship‘ – I was immediately brought to tears. I worked my way through the book, page by page unpacking the knowledge and wisdom woven throughout the words. It was not until this night that I think I truly began to understand the power behind voice and perspective – it hit me like a powerful blow to the gut, I was speechless.

“Can you tell me the name of the steep and rugged mountain you say you climbed and conquered? Was it False Face Mountain? That mountain born from deceit; one that exists only in the mind and that distorts life as ruse bending truth to suit a lie. I know of these things in my wisdom gained, from knowing what is real and what is not. Do you remember when you first laid foot on False Face Mountain? Yes you do! It was long ago while you were young and foolish. Before False Face Mountain rose to the sky where dark clouds roam, making you a foolish mountaineer. Grand it was in your hollow mind; you lived like a man who conquers any obstacle, real or imagined, thinking that no one noticed how hard you tried to hide from the world that sustains life to climb False Face Mountain.” (My Silent Drum, Ovide Mercredi, December 17, 2014)

Can we really consider ourselves to be doing meaningful work when we are continuously living a life that reinforces our own power and privilege (whether we are consciously aware of it or not)? Looking back on the course of my journey over the past year, I would consider myself to be a mountaineer on False Face Mountain; Yes, I did immerse myself in discomfort. Yes, I did experience insurmountable growth in the process. Yes, I did effortlessly abandon the work while continuing to bask in the glory of praise and appreciation as a result of said work. Interesting….

Today I can say one thing for certain, I am committed (committed? that is a fairly translucent term…) to moving forward; part of the process of moving forward is acknowledging where you have been – including the good, the bad and the ugly. These past few months have been the ugly. If I am going to consider myself as a witness alongside a journey that honours and includes reconciliation, I must make an authentic commitment to this work. This involves living and breathing the discomfort that ensues, not mindlessly checking out when the going gets tough (a tourist on False Face Mountain…). To me, Ovide’s book is like a silent drum, ‘that only the listener can hear, understand and hopefully relate to’. Ovide: I heard you; I understand you; I relate to you. Finally, I thank you for helping me to turn a critical lens inward and re-evaluate my intentions alongside this work. See, the thing about power and privilege in regards to choice is that it allows us to ‘start over’ (sometimes continuously). Starting over…. a nice concept. This time, as I begin to descend down and away from False Face Mountain.


STARSregina

Bearing Witness & Hope To Reconcile

“We need to honor the survivors and remember the children who were lost. We need to speak openly about these stories to ensure this never happens again.” – Carey Newman

Reconciliation has become so important to me, as I continue to come to understand my role and responsibility within this process. For myself, the first step in becoming an ally for reconciliation was coming to understand the concept of bearing witness: “To bear witness is to show by your existence something is true.” – Carey Newman, Witness Blanket Artist. I feel as though I have gone through an extensive learning experience (even though there is FAR more to accomplish) alongside the Witness Blanket that has allowed me to truly bear witness – acknowledging the past, accepting the present and having hope for the future. I have realized the influence my white settler ancestors have had on the formation and betrayal of Treaty Relationships and Promises, as well as the quality of life for First Nations Peoples past and present as a result. I understand my privilege and all that it has and will continue to afford me at the hands of the oppressed (specifically in this context, First Nations Peoples). I also acknowledge my responsibility, as an educator and human being, in the process of reconciliation – this will begin within myself and alongside my students as our learning reflects gestures of healing.

“We need to recognize the truth of our collective past. We all need to recognize that intergenerational traumas are real. We all need to learn how to heal from the legacy of Residential Schooling; and we must change our relationships with one another.” – TRC

 I learned… that the Residential School system was put into place to erode the Treaties and to assimilate Aboriginal Peoples. Children were removed from their families, had their culture and identity ripped from their very being – we continue to see the effects of this horrific act of colonization (‘removing the Indian from the child’). I learned where my place is within this entire narrative past, present and future. I was able to further recognize my ignorance, as well as my passion and empathy towards creating a stronger future for all people.

I wish… that I would have had the opportunity to learn about these atrocities sooner rather than later – my process of coming to know (and unlearn) could have occurred earlier than it did. I hope that all students have the opportunity to learn in ways that I was unable to – the process of reconciliation will take commitment throughout generations and will rely on them to continue moving forward.

I promise…to integrate Treaty Education into all aspects of my teaching – not as a sole entity, but woven throughout all learning experiences authentically and meaningfully. I promise to teach students to the best of my ability surrounding these ‘uncomfortable’ topics – providing them opportunity to explore, unpack, question and critically think. I will continue to bear witness, while helping those around me either begin this process for themselves or continue moving forward with their journey as an ally. I promise to show respect for all people, working towards a future that is relationally healthy and strong – I will not give up on this.

bearing witness 1

I created this visual representation as reflective of my journey thus far bearing witness, as well as my hope for the future.


STARSregina

Bearing Witness & Hope To Reconcile

“We need to honor the survivors and remember the children who were lost. We need to speak openly about these stories to ensure this never happens again.” – Carey Newman

Reconciliation has become so important to me, as I continue to come to understand my role and responsibility within this process. For myself, the first step in becoming an ally for reconciliation was coming to understand the concept of bearing witness: “To bear witness is to show by your existence something is true.” – Carey Newman, Witness Blanket Artist. I feel as though I have gone through an extensive learning experience (even though there is FAR more to accomplish) alongside the Witness Blanket that has allowed me to truly bear witness – acknowledging the past, accepting the present and having hope for the future. I have realized the influence my white settler ancestors have had on the formation and betrayal of Treaty Relationships and Promises, as well as the quality of life for First Nations Peoples past and present as a result. I understand my privilege and all that it has and will continue to afford me at the hands of the oppressed (specifically in this context, First Nations Peoples). I also acknowledge my responsibility, as an educator and human being, in the process of reconciliation – this will begin within myself and alongside my students as our learning reflects gestures of healing.

“We need to recognize the truth of our collective past. We all need to recognize that intergenerational traumas are real. We all need to learn how to heal from the legacy of Residential Schooling; and we must change our relationships with one another.” – TRC

 I learned… that the Residential School system was put into place to erode the Treaties and to assimilate Aboriginal Peoples. Children were removed from their families, had their culture and identity ripped from their very being – we continue to see the effects of this horrific act of colonization (‘removing the Indian from the child’). I learned where my place is within this entire narrative past, present and future. I was able to further recognize my ignorance, as well as my passion and empathy towards creating a stronger future for all people.

I wish… that I would have had the opportunity to learn about these atrocities sooner rather than later – my process of coming to know (and unlearn) could have occurred earlier than it did. I hope that all students have the opportunity to learn in ways that I was unable to – the process of reconciliation will take commitment throughout generations and will rely on them to continue moving forward.

I promise…to integrate Treaty Education into all aspects of my teaching – not as a sole entity, but woven throughout all learning experiences authentically and meaningfully. I promise to teach students to the best of my ability surrounding these ‘uncomfortable’ topics – providing them opportunity to explore, unpack, question and critically think. I will continue to bear witness, while helping those around me either begin this process for themselves or continue moving forward with their journey as an ally. I promise to show respect for all people, working towards a future that is relationally healthy and strong – I will not give up on this.

bearing witness 1

I created this visual representation as reflective of my journey thus far bearing witness, as well as my hope for the future.