Evangelin Francis - Blog #1

After reading the first chapter of Karen Robson’s text, Sociology of Education in Canada – something that stood out to me right off the bat was the belief that education leads to a better quality of life (pg. 2). In particular where the text states that, this belief holds very true of immigrant parents (pg. 2). Being a child of immigrant parents myself, I feel as though I can somewhat vouch for this. Growing up I was constantly reminded of the importance of education and the hope of my parents to have a better life than they had (or otherwise known as standard of living). Personally, I agree with this ‘common belief’ as the text outlines that a good education is associated with a “future of economic security, social status and perhaps even social and psychological well-being” (pg. 2). A good example of this can be gained simply by looking at professions with high salaries. Typically to apply for a professional job, one must have proper credentials meaning training and / or have a formal educational certification. Those with high paying salaries are often categorized as middle to high class (holding high economic security and social status). Although I would say the issue of social and psychological well-being is subjective to each person, one can assume to some extent that those of such social class are not entirely comparable to those of low class society members – who deal with a variety of social hardships that more often than not lead to a lower social and psychological state of well-being.

The big topic that this chapter focused on was the case study of the Attawapiskat First Nations community and the adversity they faced in trying to attain a proper school and education – a right of all Canadian children (and one I would say of all children). What is most upsetting about this to me, is that I feel like the government is always expressing its need to “better the economy” – and personally I feel that the most obvious way to do such a thing is through providing education and opportunities to all members of the country. By doing that you are giving them a chance to be productive members of society and therefore contributing to the betterment of the economy. Not to mention the immense added benefits like encouraging and shaping minds to spark new ideas and solutions to existing problems. A famous quote often makes its rounds on social media every year and reads as such: “What if the cure for cancer is trapped inside the mind of someone who can’t afford an education?” (unknown author). I feel like this quote is of value to this discussion, in that without the importance and emphasis of providing a proper education to all children who exactly are we helping?  Or instead are we just preventing such capable minds from developing and expanding?

Tying this in with the case of the Attawapiskat First Nations, we know that statistically “Aboriginal youth are more likely to drop out of high school” (pg. 12), but without accesses to the resources of those in more affluent places across Canada, could we blame them? One of the fundamental learning centers of any school is the library and as Shannen Koostachin noted “it’s hard to feel you can have the chance to grow up to be somebody important when you don’t have the proper resources, like a library” (pg. 11). She also notes that “mice run over our lunches,” (pg.11) and with conditions like this, it is not hard to see why kids drop out. Personally I can imagine a questioning feeling of: if the government pays no interest in our education, then why should we? Lastly I would just like to add to this by saying how in dismay I was to learn that there is no “First Nations education or development of a consistent system of First Nations education” (pg. 11) that exists currently. In addition, as pointed out by a Senate Committee member, “the Department requires First Nations to educate their students at levels comparable to provincial and territorial jurisdictions, and yet provides them no meaningful supports …” (pg. 10). To add this with poor resources, I do not understand how we can still hold such high standards and expectations for Aboriginal students to excel and achieve academically.

Question: What are some ways in which the federal government can assist the First Nations in developing a consistent curriculum, one in which is geared towards incorporating and protecting the integrity of Aboriginal beliefs, traditions and culture?

Elizabeth Moore - Chapter 1

The  school experience of the Muskego James Bay Cree is very different than the one I had growing up. Box 1.1 of the text states that "There is no library, no cafeteria, no art room, no music room." (pg.5). I was lucky enough to have access to all of these facilities at one point or another during my childhood education. I wonder how the lack of art, music, and a library affects the socialization of each of the Attawapiskat First Nation students. The text explains that schools have a huge impact on the future of its students. "Schools are agents of socialization that shape them into the persons that they will become as adults" (pg.8). If this is true, then the students of the Attawapiskat seem to be at a disadvantage compared to children who would have access to such learning. Through my experiences I have found art and music to be fun, engaging, and effective methods of enhancing critical thinking skills, as well as important outlets for expressing strong emotion. If the appropriate space had not been given to developing these skills within the two elementary schools that I attended, I would not be the same person that I am today. Furthermore, having limited access to libraries, music and art may work against students who hope to improve their living conditions and financial situations. The textbook points out that according to some social mobility theories "it is difficult for disadvantaged youth to better their situations and that they are more likely to stay in the same social class and economic conditions into which they were born" (pg. 9).

Discussion question:
Consistently inhaling toxic fumes would most definitely effect a child's ability to learn. What sort of effect might it have had on each students school bond as well as sense of self and community worth?

Chelsea Volkart - Blog 1

After reading chapter one of Sociology of Education in Canada, it has provided me with a solid foundational understanding about the discrepancies that exist in the Canadian Education system today. As I read about the circumstances in Attawapiskat First Nation with respect to their schooling facilities, I think about my experiences growing up in the Canadian school system, and as expected my experiences are drastically different from the experiences students in Attawapiskat were facing.

As mentioned on page two of the textbook, “there is a common belief in Canadian society that education is essential to ensure good quality of life and that education holds the key to an individual’s success”. Although I completely agree with this statement, I do wonder if the Canadian government shares and extends this belief to all Canadian children – specifically, in these circumstances, those who are located on the Attawapiskat First Nation. I have to believe they do not because if this statement was thought be an appropriate expectation for the children in Attawapiskat then the government would have been less negligent in righting the situation and furthermore they would have been much quicker to react. Instead, it took approximately 14 year to recognize the need for a permanent, safe and practical school in the community (p.4).

To me, the most alarming part of these circumstances is the message the government is sending the community of Attawapiskat – specifically the children.  As Shannen Koostachin said, “it’s hard to feel you can have the chance to grow up to be somebody important when you don’t have the proper resources, like a library” (p. 11). So in other words by neglecting the situation, the government has created educational oppression for these students. By displaying a lack of urgency for the emergency at hand, and a lack of care towards providing the community with a safe and healthy environment to learn, the social mobility (p. 9) of these students is now severely hindered.

Discussion Question: As most of us know, circumstances such as those occurring in Attawapiskat would never come to be in any urban centre of Canada. What do you think is the root cause to why the government took so long to react to issues surrounding the schooling facilities in Attawapiskat? 

Amanda Devion – Head in the Sand!

  When the television is on in our house, it is either displaying cartoons or sports the majority of the time. I cannot even remember the last time I sat down to watch the local or national news. I could lay blame on my kids and say that they monopolize the television time, but the truth is that I am all right not seeing what is going on around me. I find the news to be depressing because most of what is televised is about crime, deaths, accidents, angry people and everything else that could possibly depress me. So yes, I do have my head in the sand!

With that said, I am embarrassed to say that I was ignorant to the situations on Attawapiskat First Nation until reading this chapter. I don’t understand a lot of what happens on a reserve…okay I don’t understand any of it, but the idea of not being able to get a mortgage to build a house (pg.9) flabbergasts me! I know of no one in my circle of friends and family who has the cash on hand to build a decent house without a mortgage. In my opinion, not being able to take out a mortgage only enhances the inability to achieve the upward social mobility mentioned in the social mobility theory (pg. 9). As socioeconomic status is related with education outcome, this further compounds the likelihood that children from this area will be less than successful in school (pg.11). The slogan, “The rich get richer and the poor get poorer” seems appropriate in this cyclic situation.

I am now bothered by my own local and national news ignorance. I feel that I am at a crossroads in my watching the news belief. I can stay on the same path as I always have for my own sanity and wellbeing or make a turn to be more knowledgeable with what is happening in the world around me for the sake of professionalism within the education industry. Time will tell which way I will turn.

Discussion Question: Should teachers be required to be aware of the local/national/world news?

Jennifer Provencher (Chapter 1)

Upon reading this chapter I was astonished with the conditions that the Attawapiskat First Nation’s were learning and living in. I could not believe these conditions still exist, especially after everything that the First Nations encountered with residential schools.  I had the privilege of attending a newly built small town school that came with every resource imaginable. To me it is absolutely unacceptable that any student, no matter what their race or where they are from be forced to live and learn harsh conditions.  I found it hard to believe reserves were not given  “same kinds of resources that “regular” schools get” (2). To me, as a future Teacher, and knowing a little bit of information about at risk students, I would think it would be more valuable for reserve schools to receive more resources and funding than non reserve schools.  If I think back to my elementary education there is no way I would excel in a school were the “classrooms were cold, and the mice ran over” my lunch (11). Classrooms are supposed to be a place where students feel welcome, where they want to come and learn, and where they feel inspired. In this situation I do not blame the students for dropping out of school, I probably would have to.   I was really shocked with “Shannens Dream” (6). I thought that no matter who you were or what you did that your were guaranteed the right to an equal education and that was just not the case for the students of Attawapiskat 

Cheryl Wood (Blog 1)

While reading chapter one of our readings I have noticed how the quality of education on reservations does not compare to the quality of education in a majority of provincially run schools. Within the reading it discussed the school at Attawapiskat First Nation being shut down in 2000 due to contamination. The students had to attend school in temporary portable classrooms right beside the contaminated area. I couldn't imagine sending any child to a school that was toxic and unsafe never mind having to work in it myself. The Students in Attawapiskat were deprived from things such a gym, library and a play structure. Even in the winter students would have to travel outside from classroom to classroom.

Within the reading it mentioned having to move a ramp every year for a student in a wheel chair. Growing up where I did, the schools were accessible by wheelchair in almost every area of the school that we as students were allowed. I couldn't imagine being in a wheelchair and being confined to an area due to accessibility issues for so many years. School shouldn't be a place where disabilities are pronounced.

Page 2 spoke about social structures around us and how they shape our life outcomes. As teachers we have to be aware of this as our students will not all come from the same social class. Some students may come from high socioeconomic families where they may have been brought up around different types of literature and other resources where on the other hand some students come from lower socioeconomic families. These students may not have had the opportunities as such a child raised in a higher socioeconomic home. From this we have to take that every child is unique. There are many things that can affect a child and sometimes it’s good to recognize how the child’s life is outside of school as this can determine whether it is going to be a good day or a not so good day. Things such as if the student had a good night sleep, if they had a healthy breakfast, living in a healthy environment etc., can all determine how the student will engage in the classroom. Social class can determine what school a child may go to or whether or not a student will graduate or go to post secondary schooling. Some students are pushed by their parents to go further in their life and get post-secondary schooling. Other students are not given the opportunity due to the lack of resources that are in their life at the time.    

It’s terrible that Attawapiskat First Nation had to call for state of emergency three times. I wonder why the issues aren't taken as seriously as they should be. They had to attend school in temporary portable classrooms right beside the contaminated area. It seems crazy to me that legal issues such as this, takes such a long time before any action takes place.

Discussion Questions:

How can legal issues be ignored for so long? How can we prevent broken promises from the government?

Garrett Swar - Blog 1 - Chapter 1

Blog 1 - Chapter 1

I found this article and it’s descriptions of the problems in Attawapiskat and other Aboriginal communities difficult to connect to at first and to me, this disconnect is a major theme of this chapter. By illustrating my own limited exposure to these problems, this chapter allowed me to realize how something so terrible can happen. With little media coverage or serious investigation about issues facing communities like Attawapiskat, even a child’s basic right to a quality education can be neglected. It is difficult for me to reconcile how Canada often prides itself on multiculturalism and diversity, while simultaneously playing such a negligent role in providing basic equal education for all of it’s young citizens. It is also difficult to understand how Aboriginal students are expected to excel without a consistent curricular framework, proper facilities or culturally relevant material, as no “development of a consistent system if First Nations education exists” in Canada (p.11).

Upon reading this article, I’m also beginning to better understand the very real impact that education has on social mobility. As explained by social mobility theory, “disadvantaged youth are more likely to stay in the same social class and economic conditions into which they were born” (p.9). My schooling experience comes from an area of the city that is traditionally described as being “well-off”, so I cannot fathom the psychological effect of being one of the very few students to graduate high school, only for no jobs to exist, as evident by unemployment numbers of up to 90% in communities such as Attawapiskat (p.12).

I believe that, especially as an early years teacher, I have a responsibility to lessen the negative impacts that certain social structures can have on my students by making sure to provide equitable learning opportunities for every student, taking into account their individual contexts.

Discussion question:
In what ways can we as teachers instill our students with the skills, knowledge and attitudes necessary to draw fair and objective conclusions from issues in the world that they can relate to, but also from issues that are hard to connect to?

Krista Courchene - 1

Reading the first chapter of the Robson text did not surprise me at all. I am familiar with news coverage of Attawapiskat, and I can most definitely relate to the issues surrounding the community. Growing up in Sagkeeng, I have seen how poverty can affect students in the classroom, and in the school community in general. When I think about what the current government is doing to help First Nation communities, the reality is that there is not much consideration given to First Nation education, so a lot of the time, many bands throughout Canada have to settle for whatever they are given, for example, reservation land. Reserves are pretty much isolated, small chunks of land given to First Nation people. Thinking about isolation should be enough insight as to why there are so many failures within the First Nation education system.

This takes me to the Indian Act (9). The thing about the Indian Act of 1876 was that it has limited information about the quality of First Nation education, and was more about truancy. Education around that time period mainly relied on the churches to educate children, and as time progressed, many reservations had what society would have considered their “rejects” to come in and educate First Nation children. For example, an experience that my dad often talks about was in grade 2. He remembers a white male, in his mid 40s, came staggering into the classroom and smashed right into the bookshelf at the back. This man was obviously very inebriated. This is just one example stating that again, the quality of education is never really discussed. At least not discussed anywhere conveniently where others can have input.

One quote that stuck with me was, “Children must learn how to be students” (11). When I think of this quote, it brings me right to the issue of residential schools, and the extremely painful legacy that it left behind on a lot of my community members, including my mother. The goal of the residential schools was to strip the “Indian” from the child, and assimilate them into white society, using education as their tool. Going back to the Robson quote, if you put this into the Indian Residential School (IRS) system context, many children were taken from their families as young as 4 years old. Can you imagine your child being taken away that young, and not seeing them until they were at least 16, and sometimes never again, or worse, shipped back to your doorstep, dead, in a train crate box? This was the reality for many First Nation families. Children are still taught how to be students, yet are not taught how to be just children.

The goal of the IRS obviously failed, because to this day, many First Nation people still practice their culture, and are still very much trying hard to reinstate their language, which in the end will only reinstate their identities. One thing about First Nation children is that because of their cultural upbringing, and the education they receive within the home/family structure, is that many children are very talented and if they received the same support as non-First Nation children, they would excel at their gifts.

The report on the Senate Standing Committee on First Nations Education (10) is an excellent supporting document if anyone desires more insight on what the reality is on the quality of First Nation education. It explains that many reserves were assessed with what happened to the point where they found out that First Nation children are NOT getting the same quality of education as other children in Canada. At the core of the document, it discusses that the government acknowledges what they did to many First Nation children in the residential schools, and that they were wrong, which is a step forward.

http://www.parl.gc.ca/Content/SEN/Committee/411/appa/rep/rep03dec11-e.pdf

Discussion question: What do you think is the reason as to why the quality of education on First Nation reserves hasn't changed? 

Michelle Boulet - Blog 1

Having taken a course dealing with Aboriginal Perspectives in the Curriculum, I am aware of the many difficulties that exist in the education of Aboriginal people. I have an understanding of the lack of student success, the challenges of teaching culturally relevant lessons, and the teaching and learning styles that some are trying to incorporate. However, I was not aware of the many aspects that exist beneath the surface that, if fixed, could increase the standard of education for Aboriginal people.

    The sharing of control over on-reserve schools is said to create “inherent tensions [that] can be seen as being ‘built in’ to the way First Nations are able to control the educational infrastructures in their communities” (10). If the running of schools is creating tension it cannot be a good learning environment for students. Having differing views trying to run one school is confusing for everyone involved and essentially ineffective. Not only are these schools being operated by two different groups, the lack of a structured curriculum also adds to the confusing atmosphere. Instead of having a set curriculum, on-reserve schools follow “guidelines [which] indicate that the education quality must be ‘comparable’ to that offered by the provincial jurisdiction” (11). If all students are learning different topics and there is no coherency between grades or schools students cannot be expected to succeed in a society where all others are following a specific guide. As a teacher, you expect that the students coming into your class have been taught to meet certain expectations the previous year. Without these restrictions, how can teachers prepare for and continue the education of these students. As I see in my own practicum class, it is important to incorporate Aboiriginal perspectives as well as the cultures of the many other students in the classroom, but all students should be taught foundations that will allow them to succeed later in life. In my own teaching, I will try to incorporate these cultural lessons into lessons that build on the skills that we need to teach our students.

    If these actions are taken to improve the schooling, perhaps the unemployment rates that currently sit at 90% will be lowered (12). The unemployment rates on this one reserve are staggering. It is important to improve the education and school environment standards in order to give Aboriginal people the best chance at success and a higher level of schooling.

Discussion Question: Should Aboriginal students be learning from the same curriculum as the rest of the province? How can we add Aboriginal perspectives to the curriculum in every classroom in order to provide the same education for all students?

Chelsea Needham

Blog #1- Chapter #1

There were many aspects of this first chapter that really struck me, and I’m really looking forward to reading more of this book to learn more about the subjects that were discussed.  Something that really resonated with me while I was reading was when Robson said “there is a common belief in Canadian society that education is essential to ensure a good quality of life and that education holds the key to an individual’s success.” (2)  I believe there is more truth in this statement as the world starts to evolve.  More and more people in our society are needing an education outside of their grade 12 diploma.  I believe in a few more years, even the simplest jobs will be requiring a higher education than what is needed now.  

Something else that I could really relate to was when Robson was talking about how recent immigrant parents often push education as a very strong aspect because they hope their children will have a better chance at a brighter future.  This is very close to myself because I have seen it first hand.  The school that I am at for my practicum has a large population of immigrant families, and more often then not I see the parents that have immigrated here are helping develop their children's abilities more then families who were born in Canada.  It truly amazes me how much people take for granted in our societies.  The first chapter also touches on how social class plays a role in the development of children's abilities in school.  In my practicum I have also seen this.  Children who come from difficult home situations need much more attention and care in the classroom because they aren’t getting that help at home.  We can help them to achieve the necessary abilities in school, it just takes a little longer for some students.

On page 4, the book touches on the case study of the Attawapiskat First Nation, something that really caught my eye was the fact that it took until the media got ahold of the story and gave it more coverage for people to start paying attention to it.  This is definitely something that touches exactly what our society has turned into, we often only pay attention if it covered largely on the media.  Yet no one would have considered it unless it had been covered in the media.  We definitely need to start taking responsibilities for our actions, and we need to start giving equal rights to everyone in our country no matter who they are.  That is what the teenager Shannen Koostachin (5-7) was trying to do.  She wanted to bring to attention what conditions students were being exposed to.  It is definitely time we start giving the same opportunities to everyone in this country, not just to the handful of people who are “lucky” enough to have it.

Discussion Question: As future teachers it is our responsibility to give our students the abilities to succeed in their lives, how can we start to teach students that every one deserves equal opportunities, and everyone is equal?

What would you tell your students about the history of the Attawapiskat First Nation?

Craig blog 1

The first chapter in the textbook discussed the term "sociology of education", and went into the Attawapiskat First Nation story. This story describes a northern community who have been neglected by the government on many occasions, having to live and deal with their own problems. This seems like a common story that I hear about northern reserves and communities. Although I don't have answers to fix these problems, I do see there are problems that need to be taken care of, but that also go deeper than a quick fix. The textbook talked about First Nations people always being compared to white people, "an informal baseline to which they are always being compared." (pg 8) This stigma has been at the root of the problems between First Nations and government for years. Although I would add that in my grade 2 classroom, this stigma isn't present. We have 3 First Nations children and the whole class treats each individual equal and respectfully. The rest of the chapter discussed the mistreatment of First Nations people throughout the years up until today. Another issue in the chapter is about First Nations people not being able to have a mortgage. This is a federal government issue unless the individual has all the funds at hand. (pg 9) These are heavy issues that need attention and need to be dealt with in a fair way by the government. The Attawapiskat School Campaign leader had a good quote in saying "It's hard to feel pride when our classrooms are cold, when mice run over our lunches..." (pg 11). I can totally understand how hard that must be to keep up morale in a situation like this. This chapter discussed these and other issues coming up in the next few chapters of the textbook.
Discussion question: Even though motion 571 was passed, how long if ever will it take for equality to be achieved between First Nations and other citizens?

Ashley Fredette

Response 1

Chapter 1

This chapter has given me a good foundation on which to understand sociology in terms of education in Canada. Understanding this helps in further understanding somewhat local issues in the education system. I had absolutely no idea about the issues in Attawapiskat, and yet I found myself shocked that the federal government has taken this long to provide them with the proper funding and a safe, comfortable school. Our country is more than equipped and stands for equal rights - why has it taken this long? Where is the money going? Have we not learned from our past mistakes in Canada's treatment of First Nations people? I felt ashamed of our government as I read just how badly we let the conditions for these children stay. The "third-party management" that happened in 2011 (when the government intervened in the management of the funding given during the crisis) implies a mistrust in the Attawapiskat First Nation, which is also not okay.

It seems to me that our federal government is not very good at keeping its word. We should be adhering to the Indian Act, which has been in place ever since Canada became a country in 1867. It states right in there that the education (along with other affairs) of First Nations people are a federal obligation. Since First Nations schools do not have the support of the provincial governments, it is absolutely critical that the federal government gives them as much support as they need, so that children can feel that they have hope, and according to Shannen Koostachin, "feel like you can have the chance to grow up and be somebody important." Their socioeconomic status depends on it.

Discussion Question: At the end of the chapter, it is insinuated that the $90 million that Attawapiskat received over the years since 2006 from the federal government was questionably spent, which is why the third-party management was sent in. Obviously, there are two sides to every story. I wonder if this is part of the reason for the government's stalled action in building the school and providing even more funding?
Also: Why would the education system and the federal government allow children to be exposed to such contamination for so many years? This is so wrong.

Matthew Sysa

Response 1

            After reading Chapter 1 of the textbook, I have come to notice that, even though we are many years removed from the tragedies caused by the Residential Schools. Many Aboriginal people on reserves still do not receive a quality education, let alone one that is equal to what we receive here in the city of Winnipeg.

            After reading the case study on the Attawapiskat First Nation I realize that the education that I received while growing up in the city of Winnipeg was largely different than that available to the people on the reserve. They had a school that was built on land which was contaminated around 3 years after it was built (in 1976), yet the continued to use the school until the year 2000(p. 4). Had this contamination happened to a school in the city, it would have probably been shut down immediately by the government. Yet when something happens on a reserve they delay as long as possible resolving the issue.

            Finally, Shannon Koostachin, a teen activist had said that “Education is a Human Right” (p. 5). Yet for her to receive what her family felt was a quality education she had to “attend high school off the reserve” (p. 5). This was a difficult decision for her family to make. For many First Nations families the family is an important aspect in their way of life. I myself could not imagine living my family as a teen and move to another place to complete high school. These children who live on reserves deserve a better education on the reserves so that they do not have to leave their families.

Discussion Question: What must happen in our society for the concerns of First Nations communities to be responded to by the government in a timely fashion?

Melissa Lambrecht (Blog 1)

BLOG - Chapter 1 - p. 1 - 13

After reading the introductory chapter of Sociology of Education in Canada, I was shocked and dismayed to learn about the blatant inequality that had taken place at the Attawapiskat First Nation in Northern Ontario. As I read about the circumstances that the students in Attawapiskat had to endure while attending school in "temporary" portable classrooms, I could not help but pause and consider the the elementary school I attended.

These students did not have a school building, but a series of unconnected portables that acted as classrooms. The school I attended seems privileged when it is compared to the description of the school in Attawapiskat, as described by Linda Goyette in Canadian Geographic. She describes the yard of the school as "barren, with no swings, no slides, no monkey bars, no baseball diamond or soccer field" (5). It is hard for me to imagine recess at school without a playground; my school had two play structures and a large field to play various sports. This school also did not have a library, which to me is the heart of the school, I can picture children gathered around the librarian on the carpet listening to a read aloud. When comparing this school to my school experience I am at a loss to find any similarities. As a student, I did not have to concern myself with issues such as being cold in an uninsulated portable, or having to run in the winter  to the nearby community centre for phys. ed. An important aspect of this, which speaks volumes to me, is that this school had to be shut down because it was built on contaminated land. And it appears to me that this was known prior to building the school.

If this had been a temporary situation for students, it would have been a manageable situation but, "the school was officially closed permanently in 2000... and [the portables] were still in use in 2012" (4). Despite promises from the federal government to build a new school in 2010. I agree with Shannen Koostachin that "education is a Human Right" (5). These students should not have had to endure what they did, especially for the length of time that they did.

This introductory chapter has opened my eyes to one recent inequality that a First Nations community had to deal with. I hope that as I continue reading this text that other educational issues will be brought forth and discussed. I feel that it is important to enlighten our thinking to what has happened in the past so that moving forward we do not repeat the same mistakes.

Discussion Question:
Should First Nations education continue to be the responsibility of the federal government when it fails to address basic necessities of its students?

Alanna Wilson - Blog 1 - Chapter 1

An introduction to Chapter 1 of Karen Robson’s text strongly features the importance and value of education and the factors that can contribute or discourage students from success. The many topics mentioned briefly within the chapter are very relevant to us as Teacher Candidates and as future educators of which I will discuss further.

Initially, I was shocked to learn of the deplorable conditions on the Attawapiskat First Nation community. This was the first I had heard of the situations that occurred on the reserve, and found it tragic to think that students were subjected to atrocious conditions that they could barely survive in, let alone learn in. I do, however, feel privileged and blessed to have grown up in an environment where learning, play and individual growth to ensure success was a main priority. Linda Goyette describes the condition of the community “school”: “In poor condition, the gloomy structures do not resemble anything you could describe as a school” (p. 5). Goyette states further: “This barren yard is their playground – no swings, no slides, no monkey bars, no baseball diamond or soccer field” (p. 5). This kind of learning environment does not sustain, stimulate, or allow growth in students; instead it deters, eliminates concentration, and overall inhibits all elements of learning and play.  

Further in the chapter, Robson mentions the late Shannen Koostachin, a young, well-respected teen within the Attawapiskat First Nation community. Koostachin advocated for: “safe and comfy schools with quality, culturally based education for First Nations students”(p. 5). Koostachin was a commendable young lady, who will be remembered for her tireless efforts to confront issues of her community to political leaders, her hope to preserve the Aboriginal culture and to establish a proper school for the peers within her community. As future educators, I believe we can learn a lot from Koostachin’s efforts and ensure that we provide better, quality education and encourage the success of our future students.

As my understanding for sociology of education expands further, I am looking forward to delving deeper into the issues posed by Robson within the next few chapters.

Side note: Attached below is the website to the news article stating that the new school has been built… only took them 14 years to rebuild!

http://www.cbc.ca/news/canada/sudbury/new-attawapiskat-school-opens-today-1.2750480

Discussion Question:

“Other than Motion 571 or “Shannen’s Dream”, in what ways could a First Nation community ensure their concerns do not become just another “broken promise” from the Canadian Government?” 

Jacquelyn Morran- Chapter 1

I found the first chapter of this textbook to be both interesting and thought-provoking for several reasons. First, the textbook states “parents who hope that their children will have a better standard of living than they did will more often than not point to education as being the major determining factor in this outcome.” (page 2) I was able to relate to this statement because I come from a low-income family and growing up, it was expected that my siblings and I would work hard in school and go on to post-secondary education, which would lead to stable careers.

I also appreciated the case study on the Attawapiskat First Nation.  Although I know that living conditions are not always very good on reserves, I was not fully aware of the ways Attawapiskat (and other places I am sure) have had to fight for resources we take completely for granted. Page 2 talks about “a motion calling for equal funding for First Nations education” and I find it appalling that such a motion is even necessary in our country, though it does not surprise me.

I also had a close friend from a northern reserve who lived with my family for awhile when she came to my community to go to high school, so that discussion was familiar to me. Page 11 states that “leaving one’s community and family can be a difficult decision for anyone, particularly a young person,” and that was certainly the case for my friend. She was constantly homesick and found it hard to be so far away from her loved ones.

This chapter made me grateful for my educational opportunities, but I also feel quite guilty that I’ve always had safe environments in which to learn as well as ample resources. It isn't fair, and made me wonder what I can do in my own career as a teacher to change the flaws in the system or to help the students caught in them.

Discussion question: Were you aware of the educational challenges faced by First Nations communities before reading this chapter, and how does this topic relate to the sociology of education?

Jenna Wiebe (Blog 1)

BLOG – Chapter 1 – Page 1-13

After reading the first chapter of the textbook, I realize how different my experience of schooling has been compared to those in the Attawapiskat First Nation.  Although I grew up in a small town, I had the privilege of attending a provincially funded school, equipped with both a gym and a library, and heated classrooms and hallways.  Unfortunately, this was not the case for those in Attawapiskat, as stated on page 4 that “the community had been waiting to have a new school built after the old one was closed in 2000 due to site contamination”, which led to the prolonged use of portable classrooms  (4).  When I now look at the schools I used to attend, the elementary and the high school, they both have at least one portable classroom on the property.  However, this is not due to the contamination of any part of the school itself, as was the case in Attawapiskat, but due to the fact that the town’s population is growing and there is simply not enough room within the school itself to keep up with the influx of students.  In this case, some students have to travel outside to reach other facilities, like the students in Attawapiskat were required to.  However, facilities like a gym and library are still available to the students of these portable classrooms within a very short walking distance, perhaps unlike those in Attawapiskat. 

On page 2 the text states, “there is a common belief in Canadian society (and beyond) that education is essential to ensure a good quality of life and that education holds the key to an individual’s success”, a concept that had been taught to me growing up (2).  When I was younger, it was expected that when I grew up I would attend a University; and in turn become educated to create a financially stable future for myself.  This notion ties in to the later ideas implied in the text that parents want a better life for their children (2).  I believe I had been taught this because my parents had not attended University and wanted to be sure that I would have the opportunity to experience a higher level of education and establish a career for myself.

An important character in this chapter is introduced on page 5, where Shannen Koostachin created a movement that “is considered to be the largest children’s rights movement in the history of Canada” and which focused on the aspect of creating “schools with quality, culturally based education for First Nations students” (5).  I feel that Koostachin used a key tool in her campaign—the use of social media, which allowed people to become aware of the situation in Attawapiskat, where a school had been promised to be built in 2008 and was not yet an actuality (5).

This first chapter of the text allowed me to grasp a better understanding of issues related to sociology in education.  Prior to reading this chapter, I had a vague understanding of education-related issues on reserves, but I had not heard of the incident that occurred in Attawapiskat.  I believe it is important to understand and have a knowledge of issues that have taken place in the past in order to eliminate the recurrence of these issues in the future. 

DISCUSSION QUESTION:

  If it had not been for Shannen’s campaign, would a new school have been built in Attawapiskat?  When?