What I have learned through this inquiry process is there are no easy answers or solutions. The gaps and waste of human potential will continue for years to come. It is only through deliberate, hard word that things will get better. Both settlers and Indigenous people have things to bring to the table. Decolonization is about the advancement of Indigenous interests and rights not some metaphor for social justice in general. I’ve learned it is important to carve out space for the unique needs Indigenous learners because of the unique injustices they face.

Articles like this one from the CBC give me hope that people are aware of the issues and are working towards doing something to change the current pattern.

http://www.cbc.ca/radio/thecurrent/the-current-for-february-18-2016-1.3453054/b-c-moves-to-address-racism-of-low-expectations-for-indigenous-students-1.3453069

In my practicum, I will try and bring Indigenous worldviews into the classroom. I will attempt to help my students understand the truthful history of this country. I will attempt to help my students understand the roles and settlers and Indigenous people in moving forward. However, I have no faith I will be successful at this.

1. Brendtro, L. K., Brokenleg, M., & Bockern, S. V. (2002). Reclaiming youth at risk: Our hope for the future. Bloomington, IN: National Educational Service.

This book lays out the circle of courage, a framework of raising children according to Native American principals and values. The circle of courage framework is important to my inquiry project because it comes from Indigenous philosophy and worldview. While there is significant overlap between the CASEL SEL wheel and other ways of supporting young people, it was important to explore a framework that was informed by decolonized thinking. The circle of courage may hold some of the answers about how to bridge the gap between Indigenous and non-Indigenous learners.

2. Hermes, M. (2000) The scientific method, Nintendo, and Eagle feathers: Rethinking the meaning of “culture-based” curriculum at an Ojibwe tribal school, International Journal of Qualitative Studies in Education, 13:4, 387-400, DOI: 10.1080/095183900413340

This article explores the dichotomy that is created between academics and culture when both have separate goals in First Nations education. When we separate academics and culture into two distinct areas of achievement we reduce the value of both. The author suggests a merging of the two. While not a decolonized approach it is a plausible solution to some of the current gaps between Indigenous and non-Indigenous learners.

3. Joseph, P. B. (2000). Cultures of curriculum. Mahwah, N.J: L. Erlbaum Associates.

This textbook lays out six goals of education from a western view point. It was important to explore what the goals of the Western education system are in order to compare them to an Indigenous worldview. I believe that the difference between Western and Indigenous goals for education is a key part of the puzzle when trying to figure out why there is so little progress toward addressing the current gaps. The two sides want different things from the system and view the system very differently.

4. Kinew, W. (2015) The Reason You Walk. Penguin Canada

This book is a work of creative non-fiction that explores what reconciliation means on a personal level. It talks about the hard work that reconciliation takes on both the parts of Indigenous individuals and settlers. It explores the motivations behind the hard work. It really taught me that if Canadians want to make this work they have to work together until the job is done.

5. Giles, W. & Travis, T. [Button Poetry]. (2015, Dec 23) Oral Traditions. [Video file]. Retrieved from https://www.youtube.com/watch?v=r3pslYJjpDo

This is a spoken-word piece that explores the loss of language and the complicated process of reclaiming oral traditions. Decolonization is about reclaiming Indigenous spaces and knowledge. This piece explores the emotions of decolonization. I tried to take a wholistic approach to this inquiry and it was important for me to explore the art and emotionality of this topic.

6. Rasmussen, D (2011). Some Honest Talk about Non-Indigenous Education. Our Schools/Our Selves, 20(2), 19-33

This article discusses the very different concepts of education of Euro-Canadians and Indigenous peoples. This was important to my inquiry question because the difference between how education is conceptualized informs what each party wants from the system. The disconnect leads to different goals and a lack of progress towards addressing the current gaps that exist. There needs to be some kind of understanding between the groups to allow for the hard work to begin.

In the second group I joined we talked about active learning, play and outdoor learning. I was really inspired by the diversity of views on the topic.

The group had a great conversation around being outdoors and incorporating technology. We ended up talking about what technology actually is. We started out with GPS and ipads and quickly reframed to older technology. We discussed using compasses and older forms of way finding (natural markers, the sun).

In the beginning, the PLTECH cohort members felt limited by having to incorporate technology into outdoor play based learning. After we reframed what technology is we had a deeper conversation.

Everyone in the group had a memory of active outdoor learning that happened in their school experience. We all agreed these were memorable lessons and that we wanted more of this learning to happen in our teaching. I walked away inspired to explore geocaching and placed based learning with my Grade 7’s.

What is the goal of education?

This questions has been answered may times over by scholars, institutions, and philosophers. According to the textbook Cultures of Curriculum edited by Pamela Bolotin Joseph there are six purposes “training for work and survival”, “connecting to the canon”, “developing self and spirit”, “constructing understading”, “deliberating democracy”, and “confronting the dominant order” (2001). This seems to be a fairly comprehensive list of the many goals of Western education. Of course the many interest groups in society would all prefer that education did a little bit more of one than the others.

When I attempt to answer this question I go back to what is the goal of raising a child. This is as close to the same questions as I can get, as my ancestors did not have a formal education system. Of course we had/have cultural transmission systems that fulfilled the same functions as education does for Euro-Canadains. These are simply embedded in our culture.

The answer is pretty simple. My Elders taught me that the goal of raising a child is that one day they might be an Elder. An Elder is a person who holds a meaningful role within my community as a holder of wisdom and experience. They are loved and cared for by the community because they are invaluable to its functioning.

Rasmussen explores the restaurant model of education. How Euro-Canadians assume every culture had some form of education. That we start to look for evidence of education within cultures. Cultural knowledge transmission happens in every culture but this does not mean that it happens within the narrow confines of what settlers would call education (formal schooling). The analogy is drawn between every culture has food but we do not go looking for evidence of restaurants in every culture.

Measurement/Benchmarks:

In the Western world, educational success could be said to be measured by the highest level you achieve in the formal schooling system. It could be argued that a PhD is the highest level to be achieved. This is a hierarchy and relies on more knowledgable strangers, on the written word, and a complex system to achieve.

If the goal of raising a child is for that child to one day become an Elder of the community, how do measure this? How do you know they are living a well lived life? Contributing? Making mistakes and learning from them? Living according to traditional values and teaching?

With the large gap between understandings of success how can we reconcile these? What becomes more important? Should Indigenous learners be measured according to the levelled system or on their progress toward being an Elder?

A dichotomy is often created in First Nations schools between academic and cultural goals and achievements. Mary Hermes explores this complex relationship in her article. She suggests that bringing academics and culture together in measurement is better than separate goals. I believe this is the path forward. We need to bring these two very different idea of education together without loosing either. Not a small task. It will take years of dedication and hard work, but hopefully in a few generations there will be some change.

References.

Joseph, P. B. (2000). Cultures of curriculum. Mahwah, N.J: L. Erlbaum Associates.

Rasmussen, Derek (2011). Some Honest Talk about Non-Indigenous Education. Our Schools/Our Selves, 20(2), 19-33

 

This week I read The Reason You Walk by Wab Kinew. Earlier in the term I had attended a talk with Wab and he talked a little about the book. I remembered his introduciton and realized this book might have some of the answers I was looking for.

Decolonization has become a slippery theoretical eel to me. I cannot quite grasp it without crushing it or hammering its head into the cutting board.

The Reason You Walk explores the Wab’s reconciliation with his father. It is a work of creative non-fiction. He discusses the Indian Act, the current state of politics in Canada, and the deep hurts of colonization. The climax is when Wab’s father traditionally adopts the Arch Bishop of the Anglican Church. This act symbolizes a deep forgiveness and a true act of reconciliation. Wab’s father had been horrifically abused in Indian Residential School and had worked his whole life to help his community heal. The price his family paid was emotional distance.

Wab’s father dies of cancer and on his journey to death he works in relationship with Wab to repair their broken bond. By the end they are best friends. This understanding is hard earned.

Wab explores what reconciliation and decolonization means on deeply personal level. What I learned is that decolonization and true reconciliation is about hard work. Work that takes daily, conscious effort. Decolonization is not an easy thing. In fact my good friend, former olympian, and survior of a stab to the chest by a Canadian solider during Oka puts it this way:

“I recently was talking to someone about colonization and decolonization. They are the buzz words these days and my friend wanted to understand it all in what he called “normal” English and not all academic. So I said ” have you ever seen the movie Wolverine?” He said “um Yah, why?” I said remember that black spider thing the woman put on wolverine’s heart? Well let’s say that colonization. That thing clamped on to his heart was designed to suck his special life energy out of him. It was ultimately changing who he was, by slowing his healing and would have killed him if he left it there.
Well he had two decisions; dye slowly while his life is sucked out of him, the less immediately painful choice but ultimately would lead to his demise and he would die not being who he once was…or option 2 was to reach in and rip it out, potentially dying…the more painful but in the end he could regain who he was and he knew there was a good chance he would recover. He decided to “decolonize” his heart..it was hard painful and almost killed him..but he was able to survive it and be what he once was.
I said to my friend, if we are to decolonize, some of the things that have clamped onto our hearts, and almost feel like they are part of us..are really what are killing us..and ripping them out is potentially going to a bit painful, be we have to remember we have the same ability to recover and be strong again….just like wolverine.”
                                  Waneek Horn-Miller

Throughout the book Wab talks about walking in a good way and the red path. Decolonization is a road you walk. You walk it for love. Settlers and Indigenous people both have to walk this road together. Action is what is important.

In education, this means we have consciously walk towards decolonization in our classrooms, policies, resources, pedagogy, and curriculum. Twenty years ago the Royal Commission on Aboriginal People’s gave us action items around education. We have failed miserably.  Eleven years ago, the Kelowna Accord gave us directives on closing the gap including in education. We have failed miserably. Last year the Truth and Reconciliation gave us calls to action, many around education. Hopefully, we do not fail again.

If we work together, in relationship, with intention as  settlers and Indigenous people, maybe, just maybe we can tackle these gaps that continue to rob Canada of immeasurable human potential.