I found this chapter to be very informative as the
textbook does a good job of briefly showcasing upon the history of education in
each of the provinces and as a country at large. I also found this chapter to
be quite sad and distressing - to see just how much opposition and resistance
there was in terms of allowing immigrant students to participate in “regular”
(or public) schools. In addition how much religion was a prominent factor
within this education set up / regime. Although, I do understand what happened
was at large a reflection of the perceptions, beliefs and attitudes at the
time; I just found it saddening. However I am glad to know that things such as segregated
schools no longer exist here in Canada and overall attitudes of inclusion,
acceptance and respect are a top priority.
Building upon that, something that this chapter showed me was how little I was taught about the inclusion of students into Canada from other countries. Although the history and treatment of Aboriginals in Canada – I do agree and believe - should be included and emphasized upon in our current classroom teachings, I also believe that we should include the history and treatment of Chinese, Japanese and Africans some of the earliest settlers should also be highlighted upon. I think that by doing this as well, it would allow some of our students to relate to and reflect on our country’s attitudes at the time and how we have shifted into one we can actually be proud of today. Although there is nothing our country can do to take back the actions that led up to and throughout the residential schools and on a greater scale the treatment of Aboriginal Peoples as a whole – I am glad to know that our country has been taking steps to help resolve and move towards reconciliation with Aboriginal Peoples. For example, formally recognizing the atrocious behaviour and treatment directed towards residential students, acknowledgment on behalf of the Canadian government (i.e. Statement of Reconciliation), the Indian Residential Schools Settlement Agreement as well as a formal apology from Prime Minister Stephan Harper in 2008 (75-77). On a related note – something else that I did not know was that there may (and I do not doubt its’ existence) be a “residential school syndrome” quite similar to that of post traumatic stress disorder, such as in the experience of “flashbacks, avoidance of situations that may trigger memories, relationship problems and drug and alcohol abuse” (73).
Closer to home, another thing that stood out to me from this chapter was that “the most famous controversy in the history of Canadian education” happened here in Manitoba (67). This was known as the Manitoba Schools Question and dealt with funding of separate schools for Roman Catholics and Protestants and “the loss of francophone and catholic rights” (67).
Question: Do you think it is appropriate to teach specifically k-4 students about Canada’s historical treatment of Aboriginal as well as immigrant students? (This is as opposed to older grades that may be able to comprehend such treatment). In addition – if so, what are some of the ways we could teach this to our younger year students in that kind of appropriate way? / Or like how much should we teach?
Building upon that, something that this chapter showed me was how little I was taught about the inclusion of students into Canada from other countries. Although the history and treatment of Aboriginals in Canada – I do agree and believe - should be included and emphasized upon in our current classroom teachings, I also believe that we should include the history and treatment of Chinese, Japanese and Africans some of the earliest settlers should also be highlighted upon. I think that by doing this as well, it would allow some of our students to relate to and reflect on our country’s attitudes at the time and how we have shifted into one we can actually be proud of today. Although there is nothing our country can do to take back the actions that led up to and throughout the residential schools and on a greater scale the treatment of Aboriginal Peoples as a whole – I am glad to know that our country has been taking steps to help resolve and move towards reconciliation with Aboriginal Peoples. For example, formally recognizing the atrocious behaviour and treatment directed towards residential students, acknowledgment on behalf of the Canadian government (i.e. Statement of Reconciliation), the Indian Residential Schools Settlement Agreement as well as a formal apology from Prime Minister Stephan Harper in 2008 (75-77). On a related note – something else that I did not know was that there may (and I do not doubt its’ existence) be a “residential school syndrome” quite similar to that of post traumatic stress disorder, such as in the experience of “flashbacks, avoidance of situations that may trigger memories, relationship problems and drug and alcohol abuse” (73).
Closer to home, another thing that stood out to me from this chapter was that “the most famous controversy in the history of Canadian education” happened here in Manitoba (67). This was known as the Manitoba Schools Question and dealt with funding of separate schools for Roman Catholics and Protestants and “the loss of francophone and catholic rights” (67).
Question: Do you think it is appropriate to teach specifically k-4 students about Canada’s historical treatment of Aboriginal as well as immigrant students? (This is as opposed to older grades that may be able to comprehend such treatment). In addition – if so, what are some of the ways we could teach this to our younger year students in that kind of appropriate way? / Or like how much should we teach?
No comments:
Post a Comment