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Invitation to #TreatyEdCamp

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An Open Invitation to #TreatyEdCamp
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Hello there!

We’re sending out this email to spread the word about an awesome PD event coming up on November 7th called #TreatyEdCamp. This PD event will take place at the University of Regina in the Faculty of Education on November 7th from 8:00AM – 1:00PM.  

#TreatyEdCamp is a free personal and professional development event sponsored and organized by STARS Regina.  Following the EdCamp model, this is PD organized for teachers by teachers, with a particular focus on the implementation of Treaty Education in classrooms.  The day will be structured around two big questions:  What does Treaty Education mean and how do we do it; and what does it mean to be a Treaty person?  We are bringing together some awesome teachers who are doing Treaty Education in their classrooms to share their experiences, but participants are welcome to come with additional sessions (or experiences to share) in mind.  We’ll also introduce you to the Blanket Activity and discuss ways you could use it in your own classroom.  You will leave this event with new resources, a better understanding of Treaty Education in practice, a network of people to rely on for support, and greater comprehension of the significance of Treaty to our work as educators.  

If you are not familiar with the EdCamp model, it is helpful to note that this is a different type of PD event: “Unlike traditional conferences, sessions are not planned or scheduled until the morning of the event.” This means that we will not pre-plan a schedule of presentations, BUT given the specialized nature of this content, we are shoulder-tapping some individuals who we happen to know are doing great things around Treaty Education to make sure that we have a solid base of presentations. On the morning of the event, those who are interested in presenting will put their session title in one of the session timeslots, and participants essentially “vote” on which sessions are held by signing up for various sessions. This means that it’s possible that some sessions won’t take place depending on participant interest, number of attendees, and slots available; as we get a better sense of the number of attendees, we will try to schedule the session times and locations in order to minimize this. As well, presenters should be aware that sessions are quite informal and short, lasting around 20-30 minutes.

This is an open invitation to attend and possibly present at the event. We have put together a list of proposed sessions that we would love to have people present about:
  • Treaty Ed in Math
  • Treaty Ed in Science
  • Treaty Ed in Health
  • Treaty Ed in Phys. Ed.
  • Treaty Ed in Social Studies
  • Treaty Ed in English
  • Treaty Ed in Arts Ed
  • Treaty Ed in Elementary
  • Treaty Ed in Middle Years
  • Treaty Ed in French Language Contexts
  • Doing Treaty Ed in Internship/Pre-internship
  • Dealing with Resistance to Treaty Education
  • Unpacking Discomfort around Protocol
  • Smudging (male and female sessions)
  • Anti-racist Education
  • Talking to Colleagues about Treaty Ed
  • Treaty Ed and Technology
  • Having Courageous Conversations around Race
If you are interested in facilitating one of these sessions, please reply and let us know which one!  If you would like to present on another related topic, we ask that you reply with a session title and a brief outline of what your session will be about.  Additionally, if you know anyone who is doing great work with treaty education in their classroom, please pass this email along to them! If you are interested in attending, please register here. And please spread the word - we hope you'll forward this email to people who might want to attend the event. This event is open to everyone and will be an amazing opportunity for teachers who want to learn more about how to integrate the mandatory Treaty Education curriculum! As well, we’ve created an information flyer (here) and a printable poster (available as an image file, as a letter size PDF, and as a legal size PDF with optional bleed for professional printing) - please post/share widely! Thank you, and we hope to see you there! The #TreatyEdCamp Committee

Copyright ©STARSRegina, All rights reserved.Want to change how you receive these emails? You can update your preferences or unsubscribe from this list
 
Uncategorized

Invitation to #TreatyEdCamp

Invitation to #TreatyEdCamp
An Open Invitation to #TreatyEdCamp
View this email in your browser

Hello there!

We’re sending out this email to spread the word about an awesome PD event coming up on November 7th called #TreatyEdCamp. This PD event will take place at the University of Regina in the Faculty of Education on November 7th from 8:00AM – 1:00PM.  


#TreatyEdCamp is a free personal and professional development event sponsored and organized by STARS Regina.  Following the EdCamp model, this is PD organized for teachers by teachers, with a particular focus on the implementation of Treaty Education in classrooms.  The day will be structured around two big questions:  What does Treaty Education mean and how do we do it; and what does it mean to be a Treaty person?  We are bringing together some awesome teachers who are doing Treaty Education in their classrooms to share their experiences, but participants are welcome to come with additional sessions (or experiences to share) in mind.  We’ll also introduce you to the Blanket Activity and discuss ways you could use it in your own classroom.  You will leave this event with new resources, a better understanding of Treaty Education in practice, a network of people to rely on for support, and greater comprehension of the significance of Treaty to our work as educators.  


If you are not familiar with the EdCamp model, it is helpful to note that this is a different type of PD event: “Unlike traditional conferences, sessions are not planned or scheduled until the morning of the event.” This means that we will not pre-plan a schedule of presentations, BUT given the specialized nature of this content, we are shoulder-tapping some individuals who we happen to know are doing great things around Treaty Education to make sure that we have a solid base of presentations. On the morning of the event, those who are interested in presenting will put their session title in one of the session timeslots, and participants essentially “vote” on which sessions are held by signing up for various sessions. This means that it’s possible that some sessions won’t take place depending on participant interest, number of attendees, and slots available; as we get a better sense of the number of attendees, we will try to schedule the session times and locations in order to minimize this. As well, presenters should be aware that sessions are quite informal and short, lasting around 20-30 minutes.


This is an open invitation to attend and possibly present at the event. We have put together a list of proposed sessions that we would love to have people present about:
  • Treaty Ed in Math
  • Treaty Ed in Science
  • Treaty Ed in Health
  • Treaty Ed in Phys. Ed.
  • Treaty Ed in Social Studies
  • Treaty Ed in English
  • Treaty Ed in Arts Ed
  • Treaty Ed in Elementary
  • Treaty Ed in Middle Years
  • Treaty Ed in French Language Contexts
  • Doing Treaty Ed in Internship/Pre-internship
  • Dealing with Resistance to Treaty Education
  • Unpacking Discomfort around Protocol
  • Smudging (male and female sessions)
  • Anti-racist Education
  • Talking to Colleagues about Treaty Ed
  • Treaty Ed and Technology
  • Having Courageous Conversations around Race
If you are interested in facilitating one of these sessions, please reply and let us know which one!  If you would like to present on another related topic, we ask that you reply with a session title and a brief outline of what your session will be about.  Additionally, if you know anyone who is doing great work with treaty education in their classroom, please pass this email along to them!

If you are interested in attending, please register here. And please spread the word - we hope you'll forward this email to people who might want to attend the event. This event is open to everyone and will be an amazing opportunity for teachers who want to learn more about how to integrate the mandatory Treaty Education curriculum!

As well, we’ve created an information flyer (here) and a printable poster (available as an image file, as a letter size PDF, and as a legal size PDF with optional bleed for professional printing) - please post/share widely!

Thank you, and we hope to see you there!

The #TreatyEdCamp Committee

 
Copyright ©STARSRegina, All rights reserved.

Want to change how you receive these emails?
You can update your preferences or unsubscribe from this list

 
ECS 210, social justice, UR S.T.A.R.S.

My Tallest Mountain

As with many assigned readings, I was not very excited to read “The Problem of Common Sense” (Kumashiro. (2009). Against Common Sense: Teaching and Learning Toward Social Justice pp. XXIX – XLI), but when I actually got into it I found the story and comparison to Nepal very interesting. Towards the end of the reading, I even wanted to go out and buy the book for myself because this is something that I struggle with in my daily and education life. I got into teaching to “help” people, just like the speaker in the Nepal story at the beginning. I found a niche in social justice education. After taking ECS110, I became very interested in the idea of unequal footing and how that has been downplayed in my education up until the point of university. I now value university for its critique of social systems that I didn’t think to even take a closer look at because I now realize that as a white middle-class woman, I was valued and not oppressed. I was protected by the system in many ways (we can unpack the oppression of women another time – for my purposes here I was a very sheltered child of the system).

Kumashiro unpacks the term “common sense” as often being traditional practices or ideals. This is done through comparing the U.S. School system to a school experience in Nepal through the narrative of a volunteer whose teaching methods do not confine to the U.S. common sense way of teaching and knowing. The students even encourage this teacher to teach as the Nepali teachers do: through lecture-practice-exams. It becomes clear to this teacher that the U.S. method is a huge influence on the rest of the world. The Nepali teaching method mimics that of the U.S. method of years previous and that this teacher was brought in to update the teaching style. It becomes apparent that the U.S. way is the “common sense” ideal of teaching and education and neglects to take into consideration many other cultures. The introduction to this book goes on to talk about how systems (like the education system) often are formed on the “common sense” opinion of certain (and often privileged) groups which leads these systems to be oppressive as they don’t take into consideration the ideas and traditions of minority or “othered” groups.

It’s extremely important to pay attention to the “common sense” traditions of any system because any system designed by humans or that seems natural to humans usually is formed on the opinion of the privileged.  These systems often leave minority groups with an unequal footing. Our institutions should be critiqued in my opinion and revised continually. As the article points out, this type of introspective and internal critique is an ongoing and never perfected process. Paying attention to this common sense helps others who are oppressed by these systems and institutions.

This is my tallest mountain in terms of education and the reason I have the strong urge to go out and buy this book. I feel as though I hit a wall on my own critique of these systems. I know that they are inherently flawed, biased and often oppressive but as a teacher I need to be able to show this. I need the facts that show the flaws in these systems and even better, I need the strategies to change my way of thinking and strategies to help make the systems better. I need help implementing these changes in my teaching. I understand that this is a critique and process that won’t end for me, but I’m so excited to help. I’m excited to be a social justice educator.


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…


If You Feel Too Much, Personal Reflections, self love, twloha, UR S.T.A.R.S., We'll See You Tomorrow, World Suicide Prevention Day, WSPD

We’ll see you tomorrow

Screen Shot 2015-09-10 at 7.57.32 PM

September 10th, 2015.

World Suicide Prevention Day.

I’m a person of many diverse interests but recent events in my life have made me take concern with self love, worthiness and mental illness. I’ve shared this on every platform possible and this is just one more. I feel that this day is so much more than raising awareness about suicide. It’s about the stigma surrounding mental illness. It’s about making people feel more comfortable by being empathetic to others and to ourselves. It’s about taking a step back and saying, “I can’t deal with this right now”. Like all social justice issues I didn’t really believe that there was a stigma surrounding it until I actually evaluated my own actions. I would say things like “oh, I’m just grumpy today” or “I’m just not feeling well” when really I should have been saying “it’s ok not to overload myself and to take a step back and decide not to do this thing today”. I started using the app pacifica to track and help me better understand my thoughts, worries and help me combat them. I’ve followed the non-profit To Write Love On Her Arms for many years and I’ve also found great comfort through their campaigns, blogs and the recently published book by the founder, Jamie Tworkowski, “If You Feel Too Much“. I gather a lot of confidence from some of their quotes (the english major in me, I guess). I think that lots of people struggle with thinking they’re not worthy of great things or that they don’t expect great things to happen for them or because of them but they are so wrong. “your name does not end in silence”. It ends in roaring cheers, applause, “you did a good job today” and on the worst days, it ends in “we’ll see you tomorrow”. A small call for you to try again and to be new each day. You are so much greater and more worthy than you think you are. Please believe it and I’ll see you tomorrow. 


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

11132010_10155363810645065_101230872_n

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

11132010_10155363810645065_101230872_n

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.


Students & Teachers Anti-Racist/Anti-Oppressive Society