"We all read using lenses that have been coloured by our unique identities and life experiences" (Kumashiro, 2009, p. 76). As a pre-service educator I understand the importance of understanding what has shaped what we see and how that is communicated to others in our environment. I grew up in a learning environment I thoroughly saw myself in as a White Settler Canadian citizen from a higher economic status family. From the books filling the shelves of the classroom to the holidays celebrated, I saw myself and my culture. I grew up in a world that was familiar to my home life, and one that normalized the Eurocentric society we live in. I did not learn about the diverse cultures of the world, or in Canada for that matter. Indigenous studies was only an option within my learning journey prior to university. The lens that has been created by this experience is one of privilege. I do not know what it feels like to be a visible minority, to not have my culture celebrated, or what is like to have aspects of my identity silenced through the schooling system. With further education (indigenous studies courses in university, education classes that challenge you to get uncomfortable with your own biases, etc.) I have successfully began working through and unlearning these commonsensical views of the world, though I am aware this will be a never ending journey. Learning is forever! That being said, I am a woman from a blended family. I was unable to see my family structure within my learning environment and my gender was typically seen as scenery in literature growing up. I grew up understanding that others view of me was different than how I viewed myself because of their gendered lens. I had always believed I could and would do anything, but never realized that it would often take a little more work than it would for my brothers. Many believe women to be fragile, emotional and weak, but seem to forget that women literally grow humans inside their bodies. I may understand some oppressive behaviours in regards to my gender, but the majority of my identity has always been recognized, acknowledged and celebrated. White Settler Canadian citizens may feel valued in their learning environments, but that is not the case for the Indigenous people of this land. As mentioned earlier, Native Studies 30 was only an option in my grade 11/12 year and History only covered the European lens. It is strange to think that the single story within my educational journey (in Canada) would be of the second group of people to live on this land (European settlers) opposed to the peoples originally occupying the land (Indigenous Canadians). As Chimamanda Adichie (2009) suggests, "the simplest way to [dispossess a people] is to tell their story and to start with, "secondly." Start the story with the arrows of the Native Americans, and not with the arrival of the British, and you have an entirely different story" (10:12). Though it is important to note that this Eurocentric single story underlying the educational system I had been exposed to has everything to do with power. Power historically lies with the colonizing group. This allows them to not only tell a story of another group of people, but define them with it. The truth that mattered, the single story and the commonsensical framework presented through my educational journey has always been a Eurocentric one. To be able to offer a well rounded and braided learning experience I will send home letters at the beginning of the year to get to know my learners and their families lenses. I will work tirelessly to ensure lessons that all students are invited into. I will try to be better each day and learn from the my students and their families as they have SO much to offer. Authors note: When looking for literature to fill your classroom with, reference the following guide to ensure an unbiased library. https://www.teachingforchange.org/selecting-anti-bias-books References: Kumashiro, K. (2009). Against Common Sense: Teaching and Learning Toward Social Justice. TEDTalks: Chimamanda Adichie - The Danger of a Single Story. (2009). Retrieved from https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story/transcript
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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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