I feel that I have already reflected on my pledge in my Week 7 blog post before being instructed to. So, I am going to continue on with that post in relation to class readings and experiences.
I don’t remember seeing garbage at Nicolle Flats and I think that’s because I didn’t expect to see it so I wasn’t looking for it. In natural landscapes, in the “environment” such as Nicolle Flats, I expect that although humans utilize the area it would be respected and taken care. Perhaps respected more than urban areas. This is concerning that society further has set ourselves apart from nature in that we chose where it is “okay” and not okay to litter, but, in reality, littering isn’t okay regardless of where it is.
I connected my pledge to “A Settler’s Guide to The Universe” by Carly Armstrong. The statements she created about the relationship of land to humans is a relevant connection to my pledge:
10. NATURE IS AN OBJECT
Western ways of knowing would support this statement in that nature can be exploited for resources and wealth.
11. EARTH IS PROPERTY AND CAN BE BOUGHT AND SOLD
The City Councilors strongly agreed with this perspective.
32. HUMANS ARE SEPARATE FROM AND SUPERIOR TO NATURE.
This is the opposite of Aboriginal ways of knowing and affects the way land is utilized, bought and sold.
34. NATURE IS A SET OF RESOURCES TO FUEL HUMAN PROSPERITY.
38. THE WORLD IS SIMPLE, MECHANISTIC, KNOWABLE, AND CONCRETE.
(NOT COMPLEX, LIVING, UNKNOWABLE, OR SPIRITUAL)
This statement reinforced the Western ways of knowing; in terms of thinking about land, resources, the well-being of the individual, nature is separate from humans and, therefore, not living.
Overall, these statements related to littering and humans taking advantage of the environment in various ways, for fueling human prosperity, buying, selling, resources and why Westerners use land this way; humans are separate from nature, therefore, is non-spiritual and concrete. If I discussed litter in my future classroom I would use an adapted version of Armstrong’s article and facilitate meaningful discussions about how the relationship to the land varies between people and has changed since the past (DR5.1). As well, by analyzing the past and present relationship to the land, settlement patterns and social organization and how humans affect land (DR6.2).
DR5.1 (Dynamic Relationships Grade 5) - Analyze the historic and contemporary relationship of people to land in Canada.
DR6.2 (Dynamic Relationships Grade 6) - Analyze ways in which the land affects human settlement patterns and social organization, and ways in which humans habitations affects land.
The 6th question/heading in this course reading explains the relationship between land and Aboriginal culture and language. This is what the City Councilors failed to connect to; they said that Elders and other Aboriginal people are not included in the meetings regarding buying and selling land. I think that everyone could benefit from adopting an Aboriginal point of view and relationship to the land. In my Year Plan assignment I am really seeing the places where Aboriginal perspectives can be incorporated and inquired about.
Armstrong, C. (n.d). A Settler’s Guide to the Universe. Trent University.