Teachers, Knowledge, Building Relationships: Invitation and Hospitality

            In my school division, the curriculum involved Personalized electronic Blended Learning (PeBL). PeBL focused on giving students power in their own learning, while encouraging teachers to be the facilitators of learning rather than the keepers of knowledge. For example, in grade nine math, we had the opportunity to work at our own pace in different places, as well as choose our own method of learning. In later grades, PeBL became more difficult as there was more information to learn in a shorter amount of time. Despite these obstacles, my teachers still offered choices within assignments. For example, in English A30 and B30, we had a mandatory assignment to complete, but there were choices about how we could represent our work.

            In my school, teachers built a sense of community by planning for respectful discussions and questions. The atmosphere created was non-judgemental. Further, all teachers made sure that students were positive and respectful which created a good, positive classroom environment. In addition to this, teachers can build relationships with each student to create a sense of community where everyone feels like they belong.

            Teachers can build hospitable and invitational educational environments and relationships by using a seminar-style, or I-Thou (dialogue), method of teaching. This creates a mutual relationship between the teacher and students, allowing for more inclusivity and invitation. This relationship should be intercultural, so students feel comfortable in the classroom environment, and they are accepted. In addition, teachers should encourage students to explore their own knowledge as well as the knowledge learned in class. By pursuing interests, students feel more encouraged to learn, making the environment more hospitable. In addition, displaying different cultures around the classroom, acknowledging different holidays and learning a few words in different languages creates an atmosphere of invitation and hospitality where everyone is welcome in the classroom.

            The main message I learned is that many non-mainstream students do not value or choose to pursue education because they are not represented, and they cannot identify with the information they are learning. This lack of representation is caused by colonization. Education is capable of continuing colonization, but it is also capable of discontinuing it. By incorporating collaboration, challenging stereotypes, setting judgements aside, and listening to students, teachers can work to dismantle the colonization within the education system.

Students and Learning Environment: Focus on places, spaces, and boundaries

            My learning environment was colonial-style with desks facing the front of the room. Despite this, we were given the opportunity to move around the classroom or outside of the classroom to find places to do our work, so the boundaries were not strict. In later grades, we had less opportunities to do so. We were mainly confined to the classrooms and the boundaries became stricter. Further, evidence of learning was primarily through exams which is a confined method of assessment.

            The classroom space demonstrated the I-it method, and the teacher held all of the power. Since the teaching was lecture-style, teachers would stand at the front of the classroom while we sat facing them. Further, desks were permanently placed. This space only allowed for interaction and engagement with the peers close to us, primarily our desk partner. Essentially, we could talk to who was directly in front of us, behind us, or beside us. It was impossible to engage with anyone else without disrupting the class. Further, we were not supposed to walk around while in class, so this prevented engagement with peers as well.

            This space worked well for me, but it did not work for others. There were people who needed to move around or work in alternate seating, but few classrooms had these options available. While the space worked for me, it was also restricting. I was unable to talk to someone who would have been able to assist me if they were seated too far away.

            In middle school, if there was a presentation or discussion in class, the teacher would arrange the desks in a circle, so everyone could be engaged. Everyone could make eye contact with each other to discuss, and the person speaking was able to be seen by all. This is an open, shared space, and it is more relational. It embodies bounded openness, and it was more welcoming than uniformly arranged desks.

            Through Fatima’s lecture, I realized how much space and boundaries can impact learning. While the colonial model has always worked for me, it will not work for everyone. Further, I do not want to hold all of the power in a classroom. I want to have shared discussion and openness, while also building strong connections and relationships. Moreover, I have learned to not single out students as that is creating more boundaries and categorizing students, making them different.

Indigenization Core Questions

            In my K-12 education, we learned about residential schools, reserves, and the initial beneficial relationship between Indigenous people and European settlers, followed by the disastrous results of this relationship. Further, we learned about the Indigenous peoples’ traditional way of life and the aspects of this life including the buffalo, tipis, and nomadic lifestyle. We went to Waneskewin, and we would sit in tipis and make our own dreamcatchers. In addition, we would have Indigenous speakers come to speak to individual classrooms and at assemblies. In elementary school, two Indigenous men came to speak to us. In their time at the school, they taught us lessons through speech and song, and when they danced, they encouraged us to dance with them. Later, in grade twelve, we did a Secret Path project where we learned about Chanie Wenjack and his journey.

            In this course, I have learned about reconciliation. In high school, we covered history, traditions, and ways of life; however, while it is important to discuss these topics, it is also important to discuss reconciliation. In the “Every Child Matters” videos, the main thing that stands out to me is that reconciliation is a path and not an ultimate destination. There is always room to grow and improve, making reconciliation a journey. Further, awareness leads to change, so it is very important for truth and stories to be shared. Reconciliation cannot happen without the truth, no matter how difficult.

            The most important thing to do as a call to action is to acknowledge and respect Indigenous people. The simple task of reciting a land acknowledgement at the beginning of the day acknowledges and respects Indigenous people and their land. In addition, it is important to honour traditions. As a teacher, I will educate myself on the traditions involving feasts and gifts, as well as learn a song and a few words in the different languages and dialects.

            Joseph taught me that I need to seek the knowledge that I want to attain. I should not be afraid to study and grow. I can attend ceremonies to learn knowledge and skills from elders. Further, he taught me the important of respect; I must understand and use proper titles, and I must not refer to people by their English or spirit name. In addition, Joseph taught me that knowledge is a gift which we need to guard so we can continue to share it and not lose it.