For my Understanding of Curriculum study, I am choosing to recognise Reconciliation in the curriculum. I chose an article by Terry Wotherspoon and Emily Milne, where a study was taken place across Saskatchewan and Alberta, asking the public about our methods in which we are trying to teach reconciliation. Are we going about it in the right way, or have we not taken in perspectives outside of a colonial mindset. The study was done over the Provinces of Saskatchewan and Alberta because there was a higher rate of people who had relations to Indigenous roots and school aged children. The study gathered general information about how much knowledge the interviewee had on Residential schools, or even Truth and Reconciliation. It also asked questions such as “How far have schools gone to promote Truth and Reconciliation? ” where 13% of those interviewed felt school had gone “too far” in the education process towards TRC. It does not surprise me to see a stat like that, as I have many first hand experiences where I have witnessed someone speak so blatantly racist around my home town. That stat shows me that the work we are doing in our school is very important, and we need to continue to educate our population, so misunderstanding, or racist behaviours can be confronted and deterred.

It is nice to see a study like this is taking place because it shows we are trying to acknowledge our current set up for education and see how it compares to the colonial perspective we originally started our curriculum on. The fact that we are trying to do more than just “co-exist peacefully”, and actually trying to correct ourselves in any wrong steps we may be taking, is very refreshing to see. Incorporating Indigenous voices is so important in this educational step towards TRC, and bringing Land-Based education more to the fore front is a great first step.

I have more research to do in this topic, as well as understanding into how our education system may be stuck in a more colonial mind-set. Breaking down curriculum into a more inclusive environment is important, but also making sure our current school system is properly acknowledging how we may be lacking Indigenous voices and representation is important.

Wotherspoon, Terry, and Emily Milne. ““Errors Were Made:” Public Attitudes Regarding Reconciliation and Education in Canada.” The Canadian Review of Sociology, vol. 58, no. 3, 2021, pp. 306–26, https://doi.org/10.1111/cars.12351.

Kumashiro believes that common sense is something that needs to be challeneged, because becoming comfortable with ‘how things have always been done’ could hinder or suppress growth.  ” Common sense is not what should shape educational reform or curriculum design; it is what needs to be examined and challenged.” (36). When we are comfortable, we are not challenging our narrative and our drive for growth.  That is why it is so important to pay attention to commonsense and becoming trapped in it. It does not allow for ‘thinking outside of the box’, and with that, new concepts and ideas.

“Alternative Perspectives, including perspectives that challenge common sense, are already dismissed as irrelevant, inconsequential, or inappropriate. After all, common sense does not tell us this is what schools could be doing; it tells us that this and only this, is what schools should be doing.” (35). This is a recognisable danger with falling into ‘common sense’ thinking. We as teachers, want to help encourage critical thinking in our students, and question the world around us for a deeper understanding. It is great to follow guideline and structure, but it is healthy and okay to question why these guidelines and the structure is in place. Life is always changing, and if we have the ability to change with it, creating healthier advances, we should.  After this quote, Kumashiro talks about social pressures around the school system and curriculum. Social pressures are huge on parents, teachers and students. ‘Old school” mentality is something that comes with a lot of pride and discipline and it can be intimidating to try and go beyond that for the growth of ourselves, our students and in-turn, our future.

My understanding of curriculum and pedagogy is to follow what is laid out for us, keep the students engaged and comfortable in the classroom. I had thought about being a teacher for many years, but was talked out of it by many people. Adults in my life, particualry those who were educators themselves or worked within the schools. They made the curriculum sound like shackles and chains, told me I wasn’t going to be able to carry out the creative freedom that was part of my identity. I was told it was suffocate my spirit.  After 4 years of travel, coaching basketball and working in a daycare, I joined the South East Cornerstone School division as a substitute EA, wanting to form my own opinion. I am in my 6th year as a substitute EA and my second year of University. As someone who struggled in school themselves, I find I have respect for the curriculum, because I myself, need that guidence and the information laid out to me. The pedagogy is the fun part, thats where my spirit and flair get to come in, by learning how to deliver the curriculum to the students. I do not see the curriculum as shackles and chains, instead, it is the structure I need, and so far, I see freedom in how I want my classroom to feel and how I am able to teach my students the required knowledge.

Jada Wright