Mandy Marchant: Chapter One

I found the first chapter of “Sociology of Education in Canada” insightful and that it provided a foundation for what sociology of education is and the types of theories we will be dealing with in class. “Social education… studies how social structures affect education as well as the various outcomes of education” (pg. 2).  After reading the first chapter, I cannot wait to dive into learning about how social structures affect education and what we, as educators, can do to alleviate the problems that have risen from these structures. 

Chapter One discussed the social, political, economic, and educational issues the people of Attawapiskat First Nation are facing. It is both astonishing and appalling to me that something as horrific as children not having a legitimate school and people not having proper housing can occur in 21^st century Canada. I had previously watched a documentary about the Attawapiskat First Nation called “The People of the Kattawapiskak River” by Alanis Obomsawin, so I had some background knowledge about the situation in Northern Ontario. For those of you who ever get a chance, you should definitely watch “The People of the Kattawapiskak River”, it was an eye opening and well composed documentary told from the citizens of Attawapiskat First Nation point of view.

I had many unanswered questions following the reading, including how could the Canadian government ignore, deny, and hide from the responsibilities of providing basic human rights to the people of this country? Another question I pondered was, if this was to happen to another community that was not on a reserve, what would the outcome of that situation be? Here’s where I can make a personal connection! In 2006, the elementary school in my hometown was found to be contaminated with black mold. We were notified one day and the following day the elementary school was closed down, taped off, and we never set foot in that part of the school again, as per the instructions of governmental officials. The government instantly assessed the situation, recognized the danger contaminates posed to children’s health, and made the appropriate decision to shut the polluted building down. Almost immediately we were set up with portable classrooms to compensate for our loss and within a year the school was safely destroyed.

Our school had approximately 50 students at the time and action was taken instantaneously. For the Attawapiskat First Nation school, with over 400 students, how could it possibly have taken 12 years to address the situation of the oil and toxic chemical contamination of the school grounds? Children suffered both health-wise and academically for 12 years! I recognize that two different bodies govern education in my hometown and on reserves, but how can anyone turn their back on children and their fellow citizens? What if that was their child, niece, grandson, or neighbour, how would they respond? It is unbelievable to me how anyone’s judgment can be so clouded but this story made me realize something. As teachers we have a responsibility to stand up for and be the voice of all children, like those in Attawapiskat First Nation, who are entitled to an equal education but are hindered by social structures that they did not create. I am eager to learn what we can do as educators to help deconstruct social structures that affect children in Canada, so every child is given an equal opportunity to succeed.

P.S. For those of you who were wondering like I was, the Attawapiskat First Nation opened their first school in 14 years in August 2014. I have included a link to an article from CBC News regarding the opening of the school. Link: http://www.cbc.ca/news/cana

Discussion Question: How can the government and First Nation leaders work together to strengthen First Nation education on reserves, instead of leaving the responsibility up to just the First Nation leaders? What would each of their roles be?