Week Nine: Single Stories.. They Have to Stop

Throughout my schooling there were many “single stories” that looking back now I can easily pick out. The main thing that comes to mind is when I attended the public high school, where inclusion was not a thing. The students were completely separate from the other students and had special helpers and teachers to assist them. When we saw them in the hallways, we looked at them as if they weren’t even students. We only saw that side of them. We never got the chance to work with them or even get to

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In the Middle of Things

Analyzing each of my blog posts including: my creative responses, my love letter and my braid I have come across a variety of themes and questions I have begun to ask myself. I have come to the realization that I am beginning to sound eco-literate but this makes me pose one question: am I sounding this way because I am suppose to or am I actually beginning to embody the environment?My first theme I am beginning to see is this idea that the environment is a relationship between nature and people

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Week Eight: We Had a Voice

I attended school in Strathmore, Alberta; in ways it did seem to make citizenship education a priority. I remember in my social studies class in grade 6 we got the chance to take part in an ‘election’ that involved a variety of schools. This was the year of the Canadian election and it allowed students to get involved and feel as if we have a voice. However, in the grand scheme of things, our voices really were not heard as our votes did not actually ‘count.’ It was set up to mocked the actual

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CJ3: The Wilderness is Everywhere

When I was first asked in class where the wilderness is or what the wilderness is, I immediately thought of British Columbia. I was thinking trees, places people do not normally live, untouched, places I have hiked in the mountains and silence. Through my own learnings and treaty education I have now discovered that the wilderness is all around us and it is not so much this place people don’t live, as I am able to see through Newbery’s reading. “Wilderness is a particularly Western concept”

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Week Seven: Living in Canada is Enough to Learn About the History

The purpose of teaching Treaty Ed is to make students aware of the past and to show their white privilege. It is vital students are aware of the background of the land they live on and how it all came to be. It doesn’t matter what your background is, living in Canada is enough to learn about Treaty Ed. It is without question that the history of Canada involves aboriginals and treaties and without them, we simply would not be this country today. By learning and teaching this history, we will be

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CJ2: Realizing our Faults

Through my creative visual I am able to see how I contribute to helping the environment and in turn, how I am killing the environment. I think it is meaningful because it is important to see how people are effecting the environment and leading to this term ‘climate change.’ Seeing as environment not only includes nature but us as well, it is important to be educated about the environment to save ourselves and nature. It is important people are aware of this issue so we can reverse the damage we

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Week Six: Building Relationships Between Others and Nature

After reading this article, it became clear to me that reinhabitation and decolonization go hand in hand. This article demonstrated many ways in which they bring people together to connect and build relationships not only with each other but with nature as well. Creating audio documents about relations to the river and engaging in trips along the ricer were part of the decolonizing process. This allowed the younger generation to be able to be reintroduced to traditional ways of knowing. They

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Week Five: School Curricula

In my opinion I believe the school curricula is developed through educated people (teachers, businesses and employers) and the government. I also believe it is implemented though the government where then the teachers are to teach that set curricula. After reading this I have now learned that I am somewhat right with what I had stated up above. It is true that the government does develop and implement the curricula but elected officials contribute and help as well. But yet, voters (people) also

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Ecoliteracy Braid

My love letter reflects Erin’s poem and Kealey’s love letter. There were many similarities and also a few differences. They were similar in the fact that we talked about the environment in a certain way. We recognized that the trees, weather and atmosphere outside makes up the environment but we also acknowledged in some ways that people are apart of the environment too. I found Erin’s poem really struck home with how she discussed how essentially children are fearing the outside environment as

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Week Four: The “Good” Student

Every student has the potential to be a “good” student. According to the definition of common sense; it is a student who is on time for class, does the assigned work and who is ready to learn. “Good” students often have previously learned knowledge from home that they bring into the class with them. They have a good idea of these topics and if they do not, they are attentive and ready to learn. These students take part in discussion-when appropriate-, listens in class, has a good behaviour and

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