Atrocities
What was the belief that European civilization and Christian religions held towards the indigenous for the implementation of residential schools?
"The residential school system was based on an assumption that European civilization and Christian religions were superior to Aboriginal culture, which was seen as being savage and brutal." (Truth and Reconciliation Commission of Canada., 2015)
Is reconciliation possible?
Both Chrona (2022, p.31) and the TRC (2015, p.6) discuss this question and why it is reasonable to think reconciliation is not possible, particularly when thinking about this relationship in terms of family violence.
However, all readings this week do believe and focus on how reconciliation can be possible. We are all responsible for reconciliation in all aspects of our individual and collective lives by understanding how colonialism has historically and continues to harm Indigenous peoples. To move towards reconciliation we need to work to develop a mutually respectful relationship between Indigenous and non-Indigenous peoples as well as find "atonement" or reparation and meaningful change to the ongoing harms.
How are the Calls to Action related to reconciliation?
The goal of the Calls to Action is to offer practical and actionable objectives to the government for enacting reconciliation.
what were the goals of these residential schools?
double points if you can recite the exact quote from the readings
to "civilize and christianize" the aboriginal youth (Chrona, 2022, pg. 34)
how could we as educators facilitate discussions in the classroom about Aboriginal education?
we can start by sharing our own experiences and acknowledging other perspectives while also adding the perspectives us as educators had witnessed ourselves.
The type of genocide that is best described as to "cease to exist as distinct legal, social, cultural, religious, and racial entities"
Cultural Genocide
How is decolonization tied to reconciliation?
Chrona (2022) defines decolonization as "the continuing process of critically examining and challenging beliefs, values, structures, and processes that are steeped in mindsets that implicitly or overtly devalue or exclude Indigenous peoples, rights, knowledge systems, and processes" (p.43).
To engage in decolonization is to be critical of the status quo and recentering Indigenous knowledge and people. This is a one of the ways we can get to reconciliation because it acknowledges the vital place of Indigenous people and knowledge in this process. Decolonization works to end the perpetuated harms of colonization by disrupting our current colonial systems which continue to cause this harm and suggests something entirely new where Indigenous people, knowledge, and processes are central.
How can we enact Call to Action 63. iii. “Building upon student capacity for intercultural understanding, empathy, and mutual respect” in the classroom (TRCC, 2012, p. 7)? What does Chrona (2022) Suggest for engaging students?
Chrona (2022) suggests that we as educators “need to engage both with both our minds and with our hearts” (p. 36).
An example we thought of for engaging students and their capacity for empathy is introducing children to individual stories of Indigenous student’s experiences whether it be picture books or interviews with survivors so they develop a personal connection. Have the students themselves think about how this would feel and how they may react to these experiences.
We also discussed the importance of highlighting and integrating Indigenous knowledges and art within our classrooms in order to show our students the inherent value of reconciliation-based learning.
residential schools are one of the most prominent symbols of the genocide in Canada. when was the last of these residential schools open and what are some of their lasting effects?
the last residential school closed in the late 1990s (Chrona, 2022)
why do educators need to be mindful of when we use decolonization when we refer to changing the curriculum?
it can devalue the meaning of the word "decolonization" in relation between the indigenous peoples and the Canadian government. (Chrona, 2022)
Why was it important to "re-educate" the children of the Indigenous communities rather than the whole population?
By removing the traditions and practices from their children, the elders would eventually die from age and the new generation can no longer remember their culture.
How do we facilitate conversations about reconciliation in the classroom in ways that honour our Indigenous student's experiences or pain from these topics while ensuring our non-Indigenous students understand the gravity of the historical and contemporary implications of colonialism?
Chrona (2022) notes the importance of recognizing there isn’t “one story” of Indigenous experiences (p. 43). This can be applied to what we are presenting and teaching our classes which should include many perspectives from different First Nations, Inuit, and Métis communities. This can also be applied to how we think about the students within our classes and ensuring we are keeping engagement open with lots of room for their own perspectives both in discussion as well as in their private work. We could also ensure students are given room to take breaks from this content or take care of themselves how they need as this material can be upsetting for students. It is important all students understand this as well when they are sharing their perspectives so that we foster this empathy and mutual respect as well.
Through the lens of Indigenous Pedagogy (Chrona, 2022), how might we live out calls to action in the classroom?
Chrona (2022) says "reconciliation in education means examining how overt, systemic, and epistemic racism play out in classrooms, schools, and districts. It asks us to understand how we may be engaging in actions that marginalize and denigrate Indigenous learners, families, and communities. (p. 46)
"There is not a single one-size-fits-all action people can take…each person’s learning is individual and reflects what they already know and are doing; however, that learning is meaningful when it responds to Indigenous leadership and richer when we do it together." (p. 48).
Why was is so important for colonizers to anchor Indigenous people to a plot of land?
Likely to cut them off from their somewhat nomadic way of living off the land and to increase the effectiveness of the 60s scoop and residential schools
how could we as educators include aboriginal history or teachings in our classes?
100 points for each answer we get up to 300 points
accepts related answers