Learning about the importance of teaching Treaty Ed or FNMI content and perspectives’ importance became extremely apparent after the readings and viewings for this week. In Dwayne’s lecture, he brings up the current situation and history of disconnect between Europeans and Indigenous people that has led to Indigenous peoples having to face continued effects of colonialism. Additionally, the clear line of disconnect between these two groups needs to be realized and challenged by both Europeans and Indigenous peoples in order to begin building relationships and understandings of one another. In Chamber’s We are all Treaty People, it speaks to the importance and ways we can address these current issues. We must use decolonization and Treaty Education to bring down these barriers. Additionally, through these processes, Europeans must not forget to not only identify but confront the hold colonialism has in our current systems. In regard to the importance and purpose of ensuring that Treaty Education is taught in locations where there may be little to no Indigenous students present, it has to do with informing European students. It is crucial that students with European backgrounds understand this issue, how they are upholding colonialism, and how to deconstruct the dominant narratives in the world around them. By taking the time to educate these individuals on their role in treaties, we can push society to a place where we actually uphold our Treaty promises to Indigenous peoples. Additionally, as Dwayne explains, by doing this we can help repair the relationships that have been broken by the current and past parts of Canadian culture.
“We are all treaty people” is a common phrase and is a main goal of understanding for a few of the education classes at the University of Regina. The interactions and meanings that come along with this phrase are immense. It’s not simply words strung together for a type of pretend meaning or flashy statement when saying this it holds a lot of meaning. For me, being a treaty person has to do with my ties to European heritage. I have a responsibility to uphold my end of the treaty. Additionally, Indigenous peoples also have responsibilities that come along with the treaties. As stated, treaties are “a shared relationship from which both parties benefit and for which both bear responsibilities”. A large part of representing myself as a treaty person includes being educated in all of Canada’s history; furthermore, my responsibilities now lay farther than that as a future educator. I hold myself accountable for ensuring that I teach students, European and Indigenous, about the true and full history of Canada through Treaty Education. It also means that when an outcome in the curriculum has an indicator for Indigenous knowledge to be incorporated into teaching, that I won’t just glaze over it and label it as “unimportant” knowledge. I also have responsibilities to make Treaty Ed a priority in my classroom by incorporating other Indigenous ways of knowing into what the students will learn. This can easily be done by adding or modifying current indicators in a way that is suitable for students to still reach the outcome.
Chambers, Cynthia. “ We are all treaty People: The Contemporary Countenance of Canadian Curriculum Studies”, URCourses, Chambers_We are all treaty people.pdf – Google Drive
On what terms can we speak? Hosted by Dr. Dwayne Donald, 2010, Dwayne Donald – On What Terms Can We Speak? on Vimeo
After doing the readings this week I share a similar sentiment in the use of indigenous knowledge indicators. I enjoyed your writing and in making Treaty Ed a priority in your classroom I was curious to what extent you would give types of other content be it 50/50 or 25/75?
Hi Treston! Thanks so much for the comment. In regard to the extent I would choose to incorporate content, I believe that it would depend on the day and the topic. I’m hoping to teach in a high school science classroom, so bringing Treaty Education into the classroom could be something as simple as going outside to learn about biodiversity or bringing up how crucial other cultures (especially Indigenous culture) were and are to our current understanding of the world around us! All cultures findings are scientific, not simply just the western perspective.
Hi Johnna, we share similar beliefs when it comes to Treaty education and means of culture being both European and Indigenous, and that the importance of both sides understanding their relationships to the treaties . I am curious how you would reply to the email that was sent from the teacher struggling with her class and their accepting of treaty ed. As well I liked how you explained being a treaty person, with the ties to our own heritage, because there were two sides of the treaties and that is why treaty Ed is so important to be taught in classrooms. Thank you for your post!