Mathematics is a subject that I feel is always held to high standards, but within math I always experienced that only certain students succeed. Personally I have always been fairly good at math, the numbers and theories have always made sense to me and it came easy. Despite my good experiences within my math classrooms I know while I was succeeding some of my peers who sat in the same lessons as me, struggled. Math, I feel has always been geared towards students who understand the content and there is very little room for difference or diversity. Mathematics I have always seen as either your answer is right or wrong, because that is how it was presented to me growing up. By acknowledging different ways of thinking and potentially out of the box analogies a new side of mathematics can be discovered, one that may be more beneficial for all students.

Three ways that I found Inuit Mathematics challenges Eurocentric ideas were:

• The idea that the mathematical world is separate from the everyday world. In Eurocentric beliefs we see how math equations can help us in our everyday life but in Inuit Mathematics they move way from that idea and see it as two separate worlds.
• That in  grade 1,2 and 3, they learn in their own language as well as learning to count in their own language. I argue that this goes against Eurocentric ideas because they are not conforming right away to the expected norm and teaching in English.
• Tradition Inuit teaching is shaped around “observing an elder or listening to enigmas” (Poirier, 2007, p.55). Inuit teaching moves away from the Eurocentric methods of pencil and paper exercises.

Sources Referenced

Poirier, L. (2007). Teaching mathematics and the Inuit community, Canadian Journal of Science, Mathematics and Technology Education, 7(1), p. 53-67.

Teachers can maximize engagement with multilingual students by bringing in and allowing expression within different languages. With not only acknowledgment but also incorporation all students can experience diverse languages. It is important to allow multilingual students the opportunity to express themselves in their native language rather than only the social “normal” language of the area. As mentioned in the reading, the integration of multilingual literature within libraries, classrooms, and the home can help grow all students’ awareness and knowledge of diverse languages. This implementation of multilingual literature allows students who aren’t multilingual to understand an aspect of their peer’s culture and language. I think that allowing students to produce multilingual projects in the classroom is another way that students can embrace their language rather than just conforming to the expected language used.

The curriculum in place basically uses the method of avoiding the topic of gender and sexual diversity within the classroom. By having educators, and schools as a whole advocate for these students and people we could begin to see a change in perspective toward gender and sexual orientation. The Government of Saskatchewan states that the goal is to create “safe and inclusive environments where student success is a priority and everyone feels included, protected, and respected”(2015, p.1). Although this statement doesn’t directly state gender and sexual diversity, it can be inferred that the acknowledgment and understanding of it must happen. I feel that inclusion is very important, and every student deserves to feel comfortable within their classroom and that means bringing in knowledge and understanding of gender and sexual diversity. This can look many ways, it can be conversations, using preferred pronouns, bringing in diverse literature, and allowing creative freedom and expression. By having a curriculum that actively avoids the topic we are acting in oppressing the queer and trans people. A change starts with the inclusion of it within the classroom and it would be my role as an educator to create that safe space for my students. With the influence of educators then ideally whole schools taking part in advocating there will be the inclusion of queer or trans people despite the fact that it is not directly stated within our everyday curriculum.

Sources Referenced

Saskatchewan Ministry of Education. (2015). Deepening the discussion: Gender and sexual diversity.

When entering a classroom of majority settlers students it is important to understand and be able to explain the purpose and importance of treaty education. I feel that by beginning a lesson on why Treaty education is important to settler students who don’t identify as Indigenous, the student may connect and become more open to learning. Once students have an understanding of how Treaty and Indigenous ceremonies affected them and the land that they know as a home they may be more willing to learn deeper so that they can grow their connections. As an educator, you must remember the importance of what you teach and push through despite the potential of hard times. Treaty education is important as it allows students to understand Canadian history as Indigenous people had a huge role in the molding of what we now know as Canada.

The saying ‘We are all Treaty people’ is true and will remain to be true. Our students must understand how they fit into the Treaties as settler Canadians. Teaching Indigenous perspectives is important because those ways of learning and doing are native to Canada and they can help shape our student’s understandings of diversity and inclusion. By having Treaty education in the curriculum I see an effort toward relationships between Indigenous and settler Canadians. There is a Cree word that I feel is important within Treaty education, ‘Wahkotowin’, this word represents relationship and how we are all connected. It is teaching Treaty education that will further the relationships with Indigenous people and how we can all share and build connection and understanding of diverse ways of knowing and doing.

As an English Major and a future English teacher, I found this article extremely interesting in the discussion of pedagogy and teaching approaches. I think it is hard to determine what my future classroom is going to look like because as an educator it is important for me to adjust my teaching to the students that will be in front of me. I don’t have a set way my classroom has to look as my teaching will be influenced by the unique needs of my students. However, I do know that I want my classroom to feel safe for all students. I want my classroom to be built of relationships and trust that is fueled by mutual understanding. I want the sounds and discussions in my classroom to be open to all and filled with many different perspectives. Something I loved about my high school English teacher is that she brought in literature from multiple different cultural backgrounds so every student was able to think critically about different cultures and how they may have differed from our own common thinking. This article talks about how to teach for diverse understanding and achievement. How I go about educating my students, and what works best for them is yet to be determined. Overall, I think that by allowing an open, safe, and understanding space I will be creating a culturally relevant classroom for my students.

Sources Referenced

Lopez, A. (2011). Culturally relevant pedagogy and critical literacy in diverse English classrooms: A case study of a secondary English teacher’s activism and agency. English Teaching: Practice and Critique, 10(4), 75-93.