Dear Intern and Fellow Pre-service Teacher,
I am sorry to hear about your experience and hope I can give you some advice going forward with Treaty Education.
Relying on others to understand the importance of Treaty Education has clearly not been the case within your experience, Intern, and for that I am sorry! I hope you find the strength to stand up for your beliefs and remind your coop teacher and supports that Treaty Education is in the curriculum. So, some may say that is our (as pre-service teachers) jobs to teach ALL areas of education to ensure a rounded learning experience.
I am writing you from the perspective of a white settler Canadian and student who recognizes my responsibilities of being a treaty person. That being said, I am still tackling my own understanding of what it truly means to be a treaty person. Luckily for us as future teachers, we have the opportunity to further our own learning everyday alongside our students. Whether you are a "Canadian-Canadian" - as referred to by Dwayne Donald in his lecture "On What Terms Can We Speak" - or Indigenous to Turtle Island, both ancestors were involved with the signing of treaties. I would begin introducing the topic by defining the mass identity of 'Treaty People' for your colleagues and students!
I know that it is difficult to get a group of children to truly feel for subject matters that are unfamiliar to them; So intern, I suggest making the education as familiar to them as possible. By acknowledging the Treaty land on which the class gathers and the peoples that traditionally lived off of it, the students can engage in place-based learning. For example, starting each day off with the following acknowledgment:
An acknowledgment about the place you share may give further insight on the historical value of the land and area itself. Dwayne discusses that Edmonton area was historically a reserve, not a city. His paternal ancestors lived there prior to being chased away and dispersed, though the memories remain alive through the stories and knowledge passed down by the elders. His maternal ancestors later settled in Edmonton the city where his father and mother met and formed a relationship. Now intern, I had to think about that for a minute. If educators (like us) choose not to tell the full history, ways of life, and cultures of Canada, many learners (of any age) are disadvantaged. Students are missing out on the answers to questions discussed by Claire and Mike, such as: what is here, how did I get here, how am able to call this place home, what relationships are involved in my being here.
While learning dates and facts about what had happened during the colonizing period are important, it's just as important to discuss the Indigenous perspective and Treaty Education in terms of relationships. Explain what a treaty is, but also explain both sides of the agreement at the time and what that means for peoples of Canada today. While only focusing on the Eurocentric view, people will forget that the Indigenous peoples believed they were sharing the land - not giving it up. On the other hand only teaching from an Indigenous perspective, people may overlook the European families that believed their arrival to Canada only meant a better life for everyone. Teach your students how to respectfully engage with one another and all other people that make up our world. I know you are struggling with the resistance of your class and supports Intern, but take this experience as an opportunity to fix the errors the education system has already forced on your students. Be real and raw with your students, deteriorate the stereotypes they are presenting you in class and begin to help the kiddos unlearn their commonsensical ideas. Doesn't that sound easy, Intern?
Being a teacher is not an easy job, but I think we both knew that when we signed up for it! When it comes to Treaty Education and introducing Indigenous perspectives, I believe in consistency. Treaty Education can be taught as its own course, but with no time given to it you must find it in other areas of the curriculum. In english, read a book by an Indigenous author that discuss their way of knowing. In social studies, discuss the significance of places of the Indigenous peoples and the ceremonies that took place there. In physical education, introduce traditional dances. In health studies, discuss traditional Indigenous medicine. When you feel like you need help, ask for it! Find a support group, talk to community members and bring in elders to help embody the learning experience.
With all that being said, I wish you the very best and hope that you find the strength to be true to your beliefs.
Sincerely, Jordyn Neufeld
P.S. Like Claire says within her conversation with Mike below, there's some arrogance in thinking you will get it right or you can ever be perfect. As humans we are constantly learning, growing and making errors. Mistakes will happen, don't let them discourage you or take away your fire.
Resources:
The following article by Cynthia Chambers...
Chambers, C. (2012). “We are all treaty people”: The Contemporary Countenance of Canadian Curriculum Studies. Reconsidering Canadian Curriculum Studies, 23–38. doi: 10.1057/9781137008978_2
Claire's Kreugers Introduction below...
Dr. Dwayne Donalds lecture below..
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About the Author: Jordyn NeufeldJordyn is an Education student at the University of Regina. She enjoys camping in the summer and trying to stay warm in the winter. Coffee is her favourite drink and a necessity most mornings. She loves cuddling her cats and being surrounded by her family. Please take a look into my educational journey within ECS 210. Archives
April 2020
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