How can we as teacher try to combat systemic racism in our daily lives and classrooms? As a teacher, we are at the forefront of shaping students and communities to combat systemic racism. How we do this requires careful consideration. One way we can combat this relates to Nick's part of Seminar 6. I was reminded of educators' role in the foster care system in Canada. Teachers are a frequent face for students to see every day, so we gain insight into students ' lives, including families and lifestyle. If students come to school without a lunch or with a bruise, however, teachers may want to jump to conclusions about the child's parents/guardians in order to protect him/her. But now knowing more about the foster care system, this may not be the best approach as the issues that are within families have systemic and historical causes: “This is very much reminiscent of residential school systems where children are being scooped up from their homes, taken away from their families and we will pay the price for this for generations to come" (The Guardian, Nov 2017) Data and documentation are critical for teachers to keep to accurately make judgements and reports about students' home life. This hopefully will prevent Indigenous children from being taken away from their families, an example of systemic racism. Additionally, within my daily life it is important to call out other White people on their racist beliefs and remarks. The beliefs that are reinforced by privileged and powerful people in society are the common norms that last the longest. I think this would take a lot of courage, but would create a huge change in a fairly small way. References The Guardian. (Nov 2017). Ratio of indigenous children in Canada welfare system is 'humanitarian crisis'. Retrieved from https://www.theguardian.com/world/2017/nov/04/indigenous-children-canada-welfare-system-humanitarian-crisis How can we encourage students to look critically at the structures in the world around them? I think beyond looking at structures in students' world within subjects such as Social Studies and Health, teachers should highlight current events, such as the Colton Boushie/Gerald Stanley case. In regards to the court cases discussed in Seminar 6, the Leader Post stated: "Whether some or all of the offences were racially motivated or not — each instance turning on unique and nuanced facts and law far more detailed than the above summaries, and perceptions and mindset that reach deeper than court transcripts — they unequivocally became racially charged. And the effects linger in distrust and suspicion within and between communities and peoples, the pressure left to build toward the next time" (Leader Post, Feb 2018) As the above quote mentions, there are attitudes and beliefs that go deeper than what is said in the court system. Within a classroom, the profound and thought provoking discussions that could come from current events may be lasting memories for students. This can provide encouragement for students to look critically at the structures in our society without forcing a certain belief or standpoint on them. As well, teachers can highlight the lenses in which students see through not as something to be ashamed of, but simply something to be aware of.
References: Leader Post. (Feb 2018). Court of Contention: A look back at crimes that divided a province. Retrieved from https://leaderpost.com/news/crime/court-of-contention-a-look-back-at-crimes-that-divided-a-province
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How can this process of looking into the stories of missing and murdered Indigenous women and the racism connected to them influence your miskâsowin process? What can you do to amplify these stories? What truth can you tell? This process connects to my miskâsowin process because the government in which is involved in my life and origins have played an influential part in this racism. My origins and background, I feel, are grounded in Canada as this is where I was born and raised, so anything that relates to the history of this country I feel relates to me and my miskâsowin as well.
To amplify these stories, I feel that I owe it to these fellow women to acknowledge them in small and large ways. This could include starting conversations about these women on social media to get the word out by sharing news reports and photos of the women; this may bring positive or negative attention, but, nonetheless, needed attention. “Every time we do take action, we create change, and it may not be change that happens that day, or that week, or that month, but it is change" (Balfour, n. d). As well, discussing these women's stories with friends and family to bring about uncomfortable feelings that will hopefully resonate with them may be enough at times to amplify these stories. As well, honouring these women and highlighting the systemic racism within my classroom with my students will bring truthful conversations about Canadian government and its history. These conversations and truths are necessary to be told because “these are realities that require our immediate attention in order to shift the current trajectory and build a safe community for women and people of all genders to live, work, and play" (Balfour, n. d). References Balfour, Taylor. (n.d). Regina's Women's March highlights MMIWG. Retrieved from http://www.carillonregina.com/reginas-womens-march-highlights-mmiwg/ What improvements to the school system would you implement in terms of truth and reconciliation? I think that school system improvements require an effort towards miskasowin, tâpwêwin, miyo-wîcêhtowin, wîtaskêwin alongside an Elder and/or Indigenous community members and organizations. This would take an adjustment in the mindset and attitude within government, board of education, principals and teachers. I envision this process starting with personalized and empathetic land acknowledgements and education. Cardinal and Hildebrandt (2000) suggest what must be done to reach improvements to the school system under the miskâsowin heading; negative stereotypes of Indigenous peoples must be eradicated and accurate histories of North America and First Nations need to be developed, including origin stories. I hope that this happens and are distributed among Canada as a step of reconciliation and school system improvement. This may be possible with proper comprehensive education to truthfully reflect Canada's past involving Indigenous peoples' (Cardinal and Hildebrandt, 2000). As well, the Saskatchewan curriculum requires updating in which I would implement. The gaps of Indigenous knowledge is apparent, especially after completing the Choice Project - Unpacking the Curriculum. "Within Social Studies, the Power and Authority unit includes few indicators of negative effects of actions that Canada has taken to oppress rights; however, the indicator that does involve this excludes the suggestion to relate societal oppression to Indigenous peoples in Saskatchewan and Canada. Instead, indicator b for PA9.3 states, “Investigate examples of the oppression of rights of particular groups or individuals in societies studied including examples in Canada (e.g., slavery, limited franchise, restrictions on property ownership)” (Saskatchewan Curriculum Social Studies, 2009, p.24). By doing this, the curriculum makes Treaty Education connections even less apparent and appear less valuable, as well as silences Indigenous peoples’ voices by pretending that they are not affected by Canadian power and authorities" (Fulmek and Zinger, 2018). In relation to miskasowin, how does finding one’s self help you move past white guilt/forming your identity as a treaty partner? Knowing about my own miskasowin and why I have white privilege may allow me to accept the fact that I am white and white settlers are historically a part of a dark past for Canada. This acknowledgement will help me to move forward as a treaty partner by accepting settler past, which in turn allows me to move past white guilt. Furthermore, knowing about my own histories and miskasowin can help me to relate to others' histories and better form these critical relationships as part of being a treaty partner.
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