I was able to be exposed to many resources this week, including readings from Battiste, a star article (http://www.thestar.com/opinion/commentary/2015/07/07/universities-decolonize-their-courses-and-campuses-goar.html) and an insightful presentation on a Master’s thesis, that all focused around the decolonization of the education system in Canada. Though the truth and reconciliation act, universities and grade level education institutions have been working toward making indigenous issues a main focus in and outside the classroom. As a university student learning to become a teacher, I find that being given the opportunity to re-examine what decolonization means and what steps can be taken to forming a more inclusive and aware community is extremely eye-opening and helpful. I find that the recognition I have gained so far in my time in the BEd program is reflective of both personal gain and noticeable advancements in the education system.
In terms of the specifics I have learned about decolonization, I think the talk given to us in class was one of the most relatable and clear demonstration of the implications of the decolonization narrative. First and foremost, I found the speakers clear distinction and explanation for using the term Indigenous instead of Native, First Nations of Aboriginal was extremely eye opening, especially as a person who is not fully aware of the distinctions but has written numerous blogs on this topic. After learning more, I want to go back and re-word all of my previous entries for this blog; the last thing I want is for my unawareness to be mistaken as disrespect. In delving more into the content of the presentation, I was a little bit stunned at how far behind the University of Ottawa seems to be in decolonizing their own realms of education. As the presenter noted, in some instances, decolonization is not even a possibility. We will never be able to remove all aspects of colonialism that have been so rooted in every aspect of our education – form what we are learning, to how we learn, to the very rooms we learn in. I found it interesting how, by looking through the lens of another, the physical spaces in which people learn can have a great effect on their educational experience and their sense of belonging in a community. As a white French/English speaking person who grew up in Ottawa, I never really noticed how the environment of uOttawa played into my experience as a student, since the environment was something I was used to for my entire life. I found I was really able to better understand how some people may feel under-represented in their community, thereby feeling less included or important. I find it to be very important that we are able to become aware of the importance of all aspects of our education in order to better understand the experiences of others. This, however, does not mean that progress is impossible. Progress toward not just reconciliation, but also fair representation and inclusiveness, are possible. Some of the first, concrete examples of action according to the truth and reconciliation committee have been in educational institutions. We have seen change in curriculum along with changes in spaces, recognition and resources available to Indigenous students. As with everything, this process has been slow moving and will require constant collaboration between Indigenous peoples and settlers, along with an openness and acceptance of the truth and of others. I was also amazed to see how misguided some attempts at including and giving space to indigenous cultures can become. Many movements toward incorporating indigenous traditions and cultures have turned into a large-scale form of tokenism. In these instances, I find this is another great example of how decolonization requires true collaboration between indigenous and non-indigenous parties. We are not able to make progress if we throw up a tipi and call it a day. There needs to be communication and strong bonds formed between groups and, most importantly, an opportunity for indigenous people to speak. I find settlers, as the presenter called non-indigenous folks in her presentation, can tend to try to cover up problems by coming to quick conclusions that they alone have deemed solutions to the problem. Instead, we should be asking what indigenous communities think would be helpful in mending relationships between these groups. If we work together and are willing to be more considerate, we can all move toward positive action. Much of what I learned in class also made me think of how issues at uOttawa are just as important to address in the grade level education system. Universities, especially program like teacher’s education, work as a pivotal link that is required between private institutions and the public, and public and education, that is required for decolonization, truth and reconciliation to become a reality in the future. Not only is it important to decolonize education at lower levels to provide more inclusive settings for Indigenous youth, promoting aboriginal success, but it is also extremely important to provide a more clear and truthful understanding of the history and current relations of indigenous and settler people. As Indigenous education is brought to the forefront of schooling, all students will be able able to have a more truthful representation of the past, while given the opportunity to build stronger and more understanding relationships with their peers of different backgrounds.
1 Comment
linda radford
11/15/2015 07:54:45 pm
It was eye opening to see U of O through the lens of a geographer thinking about decolonization. That is really great how you are linking what you learned about the university space to that of the public school and thinking about how you can make a difference there.
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