ECS 203 Blog Post #5

What is the purpose of teaching Treaty Ed (specifically) or First Nations, Metis, and Inuit (FNMI) Content and Perspectives (generally) where there are few or no First Nations, Metis, Inuit peoples? Whats does it mean for your understanding of curriculum that “We are all treaty people”?

Throughout my schooling, Treaty Education was extremely overlooked. I would briefly learn about residential schools or treaties in history classes or in English classes, but it felt forced. It was an option at my school to take History 30 or Native Studies 30, and the attitude towards Native Studies was that it was “boring.” Therefore, I understand how the intern was feeling. Through listening to Dwyane’s lecture and the interview with Claire, I have gained a better understanding of perspective towards Treaty Education that would help the intern and myself as a future educator.

In the lecture, Dwyane talked about the idea of being disconnected from one another. He gave the example of the beginning of the truth and reconciliation movement and explained that “Canadians and Aboriginal people sometimes miss each other.” Both sides have their frames of reference of what they believe is right and what should be taught instead of coming together in agreement. He then says that teachers sometimes miss the importance of these historical relationships with the curriculum, simply skipping over it. They try to deliver the curriculum and say that it is an informational issue as to why these students do not comprehend what they teach and believe that this is the way that these relationships will be restored. Therefore, the way one thinks about the relationships with Treaty Education will have that effect within the classroom. If one is not intentional, attentive, or interested in what they know and teach, then how will students learn effectively?

In the interview, Claire made some great points regarding the importance of Treaty Education. She talked about how the students that should receive this education the most are not Indigenous students but everyone else. She told a story about running with a little girl who struggled to breathe. Previously they had talked in class about residential schools. The little girl told Claire she was glad she did not have to go to a residential school because she would not have been able to survive. Claire was confused at first. Then the girl started to explain more clearly why. She remembered that they had talked about the mold and the air quality of the schools being very bad. The little girl was capable of making the connection to herself, as she was allergic to mold and had asthma, meaning she would likely die if she were to stay in a school with those conditions. Claire also had the actual curriculum on the classroom walls so that the students were also aware of the expectations of their classes. She also explained the importance of parent involvement. Students tell their parents what they learn in school; therefore, students are not the only ones we as future educators are educating. Claire also explained that it is okay to be wrong. As future educators, we will fail, we will mess up, and we will need to fix our mistakes, and that is okay. If we can identify our mistakes, learn from them, and act accordingly, then we too are moving forward.

In regard to the curriculum, my understanding of “We are all treaty people” is constantly changing. These changes can be realizations, connections, misunderstandings, etc. Whatever it may be, my understanding is never quite the same as before. The statement “As long as the sun shines, the grass grows, and the river flows” resonates with me when I think about being a treaty person. The sun will always shine, grass will always grow, and the rivers will always flow, meaning I will always be a treaty person. As a treaty person, I will always have the opportunity to learn more about the past and to better myself for the future.