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Indigenous Education Course Reflection

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After taking this course for just over three months now, I have realized that it has made a significant change in my life. When I am in my other courses such as sociology or history not only am I understanding different aspects of the classes better than before but I am also analyzing the information being presented from a outlook other than that of a settler. Additionally I am incorporating ideas from this class into my other classes more than I have before from any other course I have taken in my four years in university and I am forming my own thoughts on how I look at society now compared to before. I really value the qualities this course has given to me because I feel that it has improved me as a student, member of society, future educator …show more content…

Something I found very interesting on the topic of Indigenous knowledge, education and learning is that education is seen in a dualistic perspective of content and process, which makes sense although I had never thought about education in these terms; that the learner needs to understand, accept, believe and apply the knowledge they are being taught (the content) in order for the process of education to work. Also the issue we have discussed in terms of education and Indigenous worldviews that resonated with me was that in Canada, classroom resources have very limited references and resources in relation to Indigenous people or if it did it was superficial or incorrect. Then as curriculum evolved, resources began to include some information about Indigenous people but not how Indigenous culture and history helps students learn about the world and how their perspectives and understanding have contributed to a stronger society. The most powerful quote I read and we discussed in this class was from Murray Sinclair which stated, “education is what got us into this mess…education is the key to getting us

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As a child born and raised in Canada however, I am a descendant of immigrant parents who left their country to provide a better life for their children. The better life includes an aspect known as education. However, the heinous Canadian Government viewed education as a tool to “assimilate... children into Euro-Canadian Christian society” (Forsythe, 2023b, para. 1). The adage of the adage. When the Indian Act was put into legislation, like many parents “Indigenous leadership was not opposed to schools for their children” (Forsythe, 2023b, para. 2).

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Janet Smylie presents the current challenges facing indigenous Canadians in Westernised educational models. The author outlines the impact of colonisation on indigenous sociocultural belief systems highlighting this as a mitigating factor in the low levels of indigenous youth literacy. Smylie summarises the need to incorporate conceptualisation of Aboriginal culture, learning styles and perceptions when drafting framework for literacy outcomes. Additionally, the author highlights the need for self-determination by utilising the knowledge within communities to officially establish intrinsic connection between health and literacy outcomes in indigenous communities. In particular, embracing indigenous values such as metaphysical beliefs and traditional

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In order to get rid of cultural assimilation policy, and to support self-determination, language revitalization, and cultural maintenance, “Report of the Royal Commission on Aboriginal Peoples” has been published. It announces the closer relationship between government and native people in Canada. In the report, they are willing to take self-governance instead of assimilation policy, and it shows a connection between self-governance and education. In this regard, they will pay much attention to the “education for self-determination”. However, this report is not only expresses the will to abolish cultural assimilation and achieve cultural maintenance, but also the desire to take control of their own education in a long term (Canada, Royal Commission on Aboriginal Peoples.

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Critical Summary #3: First Nations Perspectives In Chapter eight of Byron Williston’s Environmental Ethics for Canadians First Nation’s perspectives are explored. The case study titled “Language, Land and the Residential Schools” begins by speaking of a public apology from former Canadian Prime Minister Stephen Harper. He apologizes for the treatment of “Indians” in “Indian Residential Schools”. He highlights the initial agenda of these schools as he says that the “school system [was] to remove and isolate [Aboriginal] children from the influence of their homes, families, traditions and cultures, and to assimilate them[…]” (Williston 244).

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Week ones study was focused on the Aboriginal Acknowledgement of Country and the Indigenous terms of reference. These are two very important topics as they focus on the interaction between Indigenous and Non-Indigenous Australians, fostering a relationship a relationship of trust, respect and understanding. A proper understanding of the Aboriginal Terms of Reference is an integral tool for an aspiring teacher such as myself. They encompass the cultural knowledge, understanding and experiences that are at the center of the Indigenous culture (Oxenham, 1999).

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I wonder as I write and think of ideas of ways to engage Indigenous students and communities back into education system how has none of this been implemented in our curriculum. Aboriginal and Torres Strait Islander peoples embody the world’s oldest living cultures, so the corollary is that they must be the world’s oldest intellectual tradition. Yet that tradition remains essentially mute and invisible in the curriculum, the impact of this omission runs deeper than an academic oversight (Rose, 2012). The overshadowing of whiteness and its dictatorship over the Australian education system, this want for all students Indigenous and non-Indigenous to learn the western way of life, for it is seen as the ‘successful way of living’, western economic

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It seeks to educate those on the history, culture and rights of Indigenous peoples that most are not aware of. The hope is that through this education, issues such as stereotypes will be corrected and that it will promote healthier interactions between Indigenous and non-Indigenous people leading into the future. Therefore, it does not seem unfair to suggest that if the University of Manitoba were to follow suit and introduce an Indigenous studies requirement, it would do more good than harm, especially in pacing the way for a better future in terms of acceptance and healthier

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Imagine being ripped apart from family members, culture, tradition, and labelled a savage that needs to be educated. Imagine constantly facing punishment at school for being one’s self. Unfortunately, these events were faced head on for many First Nations people living in Canada in the late 20th century. These First Nations people were the victims of an extensive school system set up by the government to eradicate Aboriginal culture across Canada and to assimilate them into what was considered a mainstream society.

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The basis of these problems is a loss of identity and a sense of knowing that their values are oppressed, and their rights are ignored. Likewise, non-indigenous Canadians have become increasingly aware of the unfairness of the richness of indigenous and aboriginal cultures that are taking place.

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Why should Indigenous literature be learnt by year 7 students? Here is an answer, think about the Dreamtime stories. The Dreamtime are stories made by the Aboriginals long, long ago. These aren’t just any stories, though, each and every Dreamtime story has a moral or a lesson behind it. This is how the Aboriginals were taught and educated for a very long time.

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African American Studies was a great experience. Has opened my eyes to my surrounding and the world around me. This course with Dr. Sheba Lo, was something out of me confront zone. I learned so many things from race to cultural to the importance aspect of African American. We are isolated to an environment that hide so much history that we all don’t think they are important to who we have become.

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Taking this class has had a profound impact on me. I have learned how to properly study for a college class. Also, I learned how to effectively communicate and reach out to my professor. This was my first college course which gave me a learning experience about psychology and myself as a student. I have learned how to manage my time, study in ways that are better for me, focus on the task in front of me, and reaching out and taking opportunities.

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I particularly agreed with the authors’ argument about blending cultural and academic knowledge (McKinley & Brayboy, 2005, p. 435). I think it is institution’s responsibility to respect their cultural knowledge but also provide appropriate academic knowledge, relative to Indigenous students to be able to actively engage in reciprocal learning with their cultural knowledge, which, then, adds value to their survivance practice. I find that this piece opened up a new way of looking at the challenges which Indigenous students encounter and the ways to move forward with the situation through changing the perception of education not only from Indigenous students, but also from the perspectives of non-Aboriginal members in institutions by providing a way to

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