Category: Uncategorized

Here is our ECS 210 Podcast!

https://youtu.be/I_NNc9gzkcM

1. Like many, I had always assumed there was only one way of mathematics and it was the way I was taught. What’s oppressive to minority groups is that the way they do mathematics was never acknowledged at any time we were learning the Eurocentric system. In school we were taught the Eurocentric way of mathematics, which to many of us is the only way we know how to do and even know of. You never think of math being a discriminating subject to humans because it is a numerical system, and for me I never thought twice about the subject being discriminatory. But, like many other parts of our curriculum, the Eurocentric system is traditionally the ‘White European’ way. Louise Poirier brings up a great point in their article which was “different cultures have developed different mathematical tools according to their needs and their environment…” (2007, p 54). I think that is a statement that gets overlooked far too often in our society.  

2. Although Poirier’s article was only 14 pages, it already expanded my knowledge greatly about Inuit mathematics. The first time I was introduced to the base-20 rule was in my second year of university in Math 101. It took 19 years for me to be introduced to math technique that was not part of the Eurocentric method and that is only because Math 101 is a required class in Education. Many students go through 4(+) years of university and are never taught a different method of math. One of the ways Inuit mathematics challenges the Eurocentric ideas is that they count in a base-20 numerical system and the Eurocentric way count in a base-10 system. Both ways give different answers, but that does not mean the base-20 rule is considered wrong or improper, and it shouldn’t be. Another way the Inuit mathematical method challenges the European method is that in the European method, we are taught that math’s purpose is to solve problems/equations and that there is (normally) only one correct outcome. In Poirier’s article, she says Inuit math is not “something that can help them solve everyday problems” (55). Lastly, Poirier points out that “traditional Inuit teaching is based on observing an elder or listening to enigmas” (55) where the Eurocentric idea is all done with paper, pencil, and a calculator. 

a) Throughout my whole life, my education, family, society and the media have played a tremendous role in shaping me and the beliefs I carry. I grew up in Regina and went to a very diverse elementary and high school. I have been exposed to a diverse classroom as early as I can remember but I understand now that I am one of very few who can say this. I was taught at a young age to accept all no matter their age, race, gender, and I did. We were a friendly, happy community, but I assumed the rest of the country was like that too. It wasn’t until I was in my adolescence when I realized that not everyone had the same demographics in their schools, especially those who are from rural Saskatchewan. I was ignorant to the fact that not everyone’s education and general society was as diverse as mine was because it was all I had ever experienced, so it was the only thing I ever knew. 

I was inadvertently taught to believe for so long that all schools had a diverse community within them, just like mine, because I was not taught that we were essentially considered to be privileged to be exposed to many different cultures. The world knows Canada as a diverse country. We most definitely are in certain parts, but there are also many parts of Canada that are not diverse but that is not recognized and you really don’t know that unless it is what you grew up in. The way I read the world now is much different than it was 6-7 years ago because I have realized how much is hidden from us and I have learned more about the reality of things. 

A big way that we can unlearn/work against these biases is not hiding the reality to our students. If a classroom does not have much diversity within, then one way educators can expose those students to diversity is through books. That is something Kumashiro informs readers about in his book. “When students read literature by only certain groups of people, they learn only about certain experiences and perspectives, especially those of groups that have traditionally been privileged in society (such as white, middle class men). The writings of different groups of people in this world can expose students to experiences and ideas different of their own” (Kumashrio, 71). If students only read the traditional European style books that include all caucasian characters, then that is all they will know. For someone like me who did experience diverse school communities, students should be taught and understand that not all schools are like ours and that there are communities in our country who are not exposed to diversity as young as us. Had I known at a young age that my school was not like other students, I would have not felt so ignorant to believe everywhere else in the country is as happy and diverse as we were. 

b) One of the single stories that Chimamanda Adichie discussed in her talk was that she was only exposed to children books that included characters with blonde hair, caucasian skin, blue eyes etc. I still have the majority of my children’s books and after watching this video I went and found my books. I skimmed through all of them and there was not one character that was diverse from caucasian. Even though I was exposed demographically to a diverse community, it was not until in my later elementary years and high school when our books started to have diverse characters. A lot of the books I own were available in our elementary library, which then we can assume the majority, if not all, of our selection of children’s books would have similar characters.

There is so much purpose in teaching Treaty Education to anyone, regardless of what their background is. We all live on Treaty Land, and it is important to recognize that because the land we are on belongs to the Indigenous and we should be honouring that. It is a privilege for us to be here. Discussing the history of Indigenous people is a way of recognizing that we have not forgotten what they went through when settlers arrived in Canada. We are recognizing that we care about what happened to the citizens of the culture and those who are still suffering from the impact colonialism had on them. Talking about Treaty Education helps us improve our relationship with Indigenous people and we are giving them the respect that they deserve. Claire said something in her video that I really agreed with and believe is a very good point of what one of the purposes teaching Treaty Ed is. She said “…this recognition is really necessary for us and settlers to acknowledge in treaty the ceremonies that make possible our ability to be here, and we recognize the possibility of relating to each other in good ways.” Relating to each other in good ways is a key step in our Truth and Reconciliation process with the Indigenous culture.

As future educators we need to make an effort to teach our students that ‘We are all treaty people’ because we are all apart the Treaties here. I believe that we need to mainly make this aware to non-Indigenous people because they (normally) will be the ones with the least amount of knowledge, which is something we should want to improve on. We should be discussing Treaties and Treaty Land in our schools regardless if there is a low Indigenous population within the school. The more that we discuss Treaty Ed and what belongs under that, the more effort we are making in our Truth and Reconciliation path. 

Throughout my K-12 years, my schools and community around me were mainly involved in Participatory Citizens and Personally Responsible Citizens. Looking back, I would say I was personally more involved in activities and events that would fall under Participatory Citizens. 

At the elementary school I went to, we had an SRC and in grade 8 I got to be part of the SRC. We collectively picked a nonprofit charity to help raise money for, and then any dances, bake sales, candy cane sales we had, our money would go to the charity. When I was to purchase something at one of these sales/events, it felt good knowing I was helping give back to our community. Then in my last year of elementary, it felt even better to be more involved and actually help run these events at our school. Once I hit highschool, I did a lot of volunteering in the community. I spent about 2 ½ years volunteering at Wascana Rehab Centre. It was rewarding and a privilege to be there knowing I was making a difference in some of the patients’ days. 

I think the curriculum, specifically in more classes than others, tries to teach us to give back to our communities when we can. I believe that’s why in some highschool classes, they require you to do a certain amount of volunteer hours which then goes towards your final grade in that class. I preach that volunteer hours are a great requirement in some classes. Not only is doing those hours going to better your mark, but you then get to put that on your resume, and you get to potentially have experiences that lead you to what you want to do as a career when you are done secondary school. For example, my best friend was a volunteer trainer for one of our sports teams and because of that experience it made her decide to take the kinesiology pathway in university. I believe that is one of the many ways the curriculum helps students become better citizens in their communities.

A “good” student would be one that is opposite to M’s behaviour. According to commonsense, a good student would follow instructions and not make a fuss about it. Students who would raise their hand politely, talk to their peers and teacher with respect and never make a teacher feel frustrated with them. A “good” student would more than likely also be strong in their academic skills. The students who are privileged by this definition are the ones who would naturally fit into this commonsense definition of a “good” student. 

What is made impossible from this definition of a good student is that not all students will ever be able to completely fulfill the ideal requirements of what is labeled as a “good” student. This definition of a “good” student excludes so many people, such as students with varying disabilities, students with learning disabilities, students with behavioural issues, and many more. The students who do not succeed in the ideal requirements are then to believe they are considered a “bad” student. Putting labels on students will never accomplish anything as someone will always be upset with how they think society sees them, and that can have an impact on a students confidence and mental health.

Welcome to Education Sites. This is your first post. Edit or delete it, then start blogging!