My Professional Masters of Education Learning Journey

My Inquiry Question: How can education be re-conceptualized to include Indigenous knowledge and education and how does this new conception promote innovation in teaching and learning? The C alls to Action specifically related to ‘education for reconciliation’ include: Make age-appropriate curriculum on residential schools, Treaties, and Indigenous peoples’ historical and contemporary contributions to Canada a mandatory education requirement for kindergarten to grade 12 students. The  TRC  also calls for the Council of Ministers of Education of Canada to maintain an annual commitment to Indigenous education issues, including: Developing and implementing kindergarten to grade 12 curriculum and learning resources on Indigenous peoples in Canadian history, and the history and legacy of residential schools. Sharing information and best practices on teaching curriculum related to residential schools and Indigenous history. Building student capacity for intercultural under-standing, empathy,

Universal Design for Learning as an Innovative Indigenous Education Classroom Approach While taking a deep dive into my inquiry question:  How can education be re-conceptualized to include Indigenous knowledge and education and how does this new conception promote innovation in teaching and learning? I was reminded of the work of Jennifer Katz in her book titled: Ensouling our Schools .  As noted in the Calls to Action K to Grade 12 Education must incorporate Indigenous perspectives into their curricula. This would represent an innovative change to an existing structure or process. “The root of innovation is innovâre, which means to renew or make changes. Consequently, innovation is adding something new to an existing product or process” (Badaran, I., 2007, p. 574). Indigenous perspectives on well-being are an important component of the work of the author. She is also a strong proponent of the concept of Universal Design for Learning (UDL).  The Indigenous idea of well-being is viewed

My Ongoing Inquiry Question: How can education be re-conceptualized to include Indigenous knowledge and education and how does this new conception promote innovation in teaching and learning? As I continue to explore the focus of my  inquiry  question,  I feel a personal need to develop a better conception of the question: What is Indigenization ?  Indigenization is: (as  cited from the  University of Saskatchewan ) A multi-staged institutional initiative that supports societal reconciliation An intentional, culturally sensitive and appropriate approach to adding Indigenous ideas, concepts, and practices into curricula, when and where it is appropriate A strategic set of changes to policies, procedures and practices that increase inclusion, break down barriers and realign institutional, college and school outcomes without harm to previously established goals An iterative developmental approach to understanding Canada’s colonial history and the more contemporary issues impacting Indigen

My Ongoing Inquiry Question: How can education be re-conceptualized to include Indigenous knowledge and education and how does this new conception promote innovation in teaching and learning? What is Indigenous education? In thinking about my inquiry question, I believe it is important to establish a better understanding of Indigenous education in terms of its history and current developments. In this post I will share some of the ways in which Indigenous peoples view education as well as the traditional learning approaches employed as they compare to Western/Colonial ways of learning. “Not all societies have schools, but all human communities possess educational systems” (Miller, J.R., 1996, p.15) According to Miller, there are two aims of education. First, is to explain who they and their people are and second, how they are situated within the physical world. The author also states that “educational system seeks to train young people in the skills they will need to be successful an

I believe that before I can move on to a deep and critical inquiry process related to my question, I first need to establish an understanding of myself and how I fit into the larger context of reconciliation.  In this blog post I would like to help situate myself through my cultural heritage and educational context. I am Canadian born, of Italian descent, putting me in a place of privilege.  I can honestly say that this reference makes me uncomfortable and continues to be the cause of personal pause and reflection. When I have been referred to as “White privilege", I feel an overwhelming sense of shame and also wonder sometimes if it is misplaced?  As I continue to move along in my journey, I am beginning to understand the true meaning of “White privilege”. My initial understanding of this label was that it referred to the material things, objects and money, in my possession but now I understand that the true meaning of white privilege relates to the opportunities and access that

As part of an ongoing assignment for PME 811, we are asked to begin a public blog to document our reflective practice as it relates to innovation in teaching and learning.  We are asked to identify a question relating to our own professional context or personal interest that we would like to probe at depth and where possible, we should ground our thinking both philosophically and historically and connected to the course readings.  My guiding question is: How can education be re-conceptualized to include Indigenous knowledge and education and how does this new conception promote innovation in teaching and learning? Due to the recent discoveries of those children that did not come home, and in  the spirit of respect, reconciliation and recognition of Indigenous issues, my school division continues to focus on Indigenous education as one of the district wide priorities.  As a system we understand that a show of support for our Indigenous communities who may be reliving trauma associated