On March 26, Education students from Audrey Aamodt’s Treaties in the Classroom (ECCU 400) section overcame their own discomfort to engage in conversations with peers and profs in the hallways at the University of Regina about the many ways of taking action towards reconciliation. Aamodt says, “Students decided to host these conversations in the halls of the University to remind themselves/us that they not only belong, and have a responsibility, to the more intimate Faculty of Education, but are also part of this larger learning community and beyond.”
Bert Fox High School students and their teacher Sheena Koops, as regular facilitators of the Blanket Exercise, travelled from Fort Qu’Appelle to join the conversations, to raise awareness about the Blanket Exercise, which is an activity in which “participants take on the roles of Indigenous peoples in Canada. Standing on blankets that represent the land, they walk through pre-contact, treaty-making, colonization and resistance ” (Source).
SUNTEP students and their instructors Brenna Pacholko and Russell Fayant visited the stations, and offered, in instructor Aamodt’s words, “critical and courageous conversations with students and myself.” Aamodt adds, “We extend gratitude for their generosity, wisdom, and patience with us.”
Regarding what the students learned, Aamodt says, “I think the most important overall learning that could potentially come out of this experience for us was that listening to and reflecting on critiques takes practice and is necessary. Treaty Education, along with potentially associated reconciliation, decolonization, indigenization, and social justice efforts should always be submitted to critical reflection and none are without tension. So, we ask who benefited from this event and if it was truly ‘action.’ Perhaps it didn’t amount to anything of significance, except to make us feel good. Then, we reminded one another about Pam Palmater’s claim that “if it feels good, it’s not reconciliation.”
As for her own learning, Aamodt adds, ” I have learned how I might better invite students to consider who might be the right people to talk about particular issues, some of the problems with being perceived as positioning ourselves (settler-Canadians) as experts about MMIW, residential school legacies & intergenerational trauma, FNMI identities-histories-cultures-communities, FNMI languages, reconciliation, decolonization, indigenization, and even treaties.”
Below are student comments about what they were doing, and what they thought about its importance.
On Friday, March 2, a make-shift Theatre in the Round in the Faculty of Education drama room set the stage for Globe Theatre Actors Daniel Fong, Angela Kemp, David Light, and Kaitlyn Semple as well as Craig Salkeld, the Performance Pianist, to perform two short excerpts from Us, which is currently being performed at the Globe Theatre Main Stage.
“Us is a heartwarming, brand new musical that explores what happens when LGBTQ+ youth come together in a group of peers at a summer camp. Created by award-winning playwright and radio producer Kelley Jo Burke and internationally renowned singer-songwriter-pianist Jeffery Straker, Us is an uplifting play about “coming in”—finding acceptance within yourself and in your community.” (Globe Theatre)
Arts Ed students were privileged to be part of this up-close performance and discussion as part of their PLACE experience. Playwright and alumna Kelley Jo Burke talked about her experience at Camp fYrefly, where she listened to LGBTQ+ youth and counsellors talk about their experiences of coming together at summer camp, the research she drew on in writing the script for this fictional play. Other members of the creative team, such as Director and Musical Director Valerie Ann Pearson and Set and Costume Designer Wes D. Pearce, discussed the thought behind their areas of development for the musical.
A panel presentation followed the performance moderated by Dr. Kathryn Ricketts. Panel participants discussed the importance of the play (and summer camp) for youth who have identified as LGBTQ+, who are needing to find an Us to which they belong, and addressed current issues around diversity and inclusion.
On December 11, 2017, Math 101 students held a mini Math Fair, presenting their posters which reflected the Indigenization of mathematics concepts. (see photos above)
The concept of Indigenization is identified as “one of the University’s two overarching areas of emphasis” within the 2015-2020 Strategic Plan (https://www.uregina.ca/strategic-plan/priorities/indigenization.html). Depending upon the definition consulted, Indigenization may or may not be considered the work of settler/immigrant Canadians for it involves first-hand revitalizations of First Nations, Inuit and Métis languages, legal systems, and ceremonies, among many other aspects. Indigenization, however, lies in relation with decolonization and thereby challenges all Canadians to work at disrupting and changing current institutions and systems, including those educational. Thus, as a doctoral candidate of mathematics education, Shana Graham has been studying Indigenization and decolonization so as to inform her dissertation research which involves (re)imagining possibilities for mathematics education.
The idea for the implementation of a Mathematics 101 final project as poster and Mini Math Fair was informed by Show Me Your Math: Connecting Math to Our Lives and Communities, a program developed by Dr. Lisa Lunney-Borden and Dr. David Wagner (http://showmeyourmath.ca/). While a final poster project is not unusual within education courses, it is unique to a Mathematics 101 course. Decolonization, however, encourages considerations of context/community, which for this particular mathematics course involved only preservice teachers from the Saskatchewan Urban Native Teacher Education Program (SUNTEP-Regina). Thus, in adapting/decolonizing curricula for context/community, the arguments presented for changing the Mathematics 101 final evaluation from exam to project were accepted by Dr. Shaun Fallat, Head of the Department of Mathematics & Statistics. The support of Dr. Fallat and the Dean of Science, Dr. Farenick, need be acknowledged for reconciliatory acts may not otherwise be possible without the support of such powerful individuals.
On Wednesday, December 6th, Education students attended an Education Internship Fair, with Alumni and School Division Panels discussing diverse internship placements. (See below pre-intern Janae Prediger’s comment posted on Twitter)
Attended @URFacofEd Internship fair today and learned so much about interning in rural areas! I’ve lived in a city my entire life… Can’t wait to request to intern in small town Sask and experience something new!😌👩🏫 #education#internship
Wednesday, November 8 was a busy night for the Faculty of Education. Education Students’ Society organized a Bowling night for students, faculty, and staff. The event was well attended and pizza well enjoyed. Graduate students held a potluck and students attended from as far away as Nunavut (NTEP)! TEP (Teacher Education Program) graduate students were here for a TEP Indigenous Knowledge Exchange.
To view the photo album, place cursor over the photo and click on arrow.
Before third-year pre-interns go into schools for their 3-week field experiences, they participate in extensive professional development. Treaty education is a significant part of their learning experience.
This fall (September 13), three bus loads of pre-interns went to the Treaty 4 Gathering at Fort Qu’Appelle, and while there, experienced the Kairos Blanket Exercise along with Treaty 4 cultural activities.
Ten facilitators from the Office of Treaty Commissioners, 10 elders, and 10 faculty and staff worked with 270 pre-interns on September 23 and 24 at the University of Regina. Students were given opportunities to interact with Elders and received instruction on treaties and treaty education.
Place cursor over the photo above to scroll through photo gallery. (Photos courtesy of Instructor Julie Machnaik)
In spring 2017, The Faculty of Education’s Indigenous Family Therapies Class (EPSY 870AB) in partnership with the Indigenous Peoples’ Health Research Centre (IPHRC) have planted a Project of Heart Reconciliation Garden.
The Objectives of this project in our class were:
• To present a culturally-competent counseling intervention by integrating Indigenous knowledge within the more modern ecopsychology approach;
• To encourage a three-way therapeutic alliance between counselor, client, and nature as co-therapist;
• To deconstruct the modern therapeutic “space” by promoting nature-based therapeutic interventions; and
• To identify gardening as a social justice approach.
We based our garden design around the Honouring Memories Planting Dreams
Celebrated in May and June, Honouring Memories, Planting Dreams invites individuals and organizations to join in reconciliation by planting heart gardens in their communities. Heart gardens honour residential school survivors and their families, as well as the legacy of the Truth and Reconciliation Commission of Canada. Each heart represents the memory of a child lost to the residential school system, and the act of planting represents that individual’s commitment to finding their place in reconciliation. In 2016, more than 6500 hearts were planted in gardens across Canada.
For more information about the Reconciliation garden, please contact:
JoLee Sasakamoose – JoLee.Sasakamoose@uregina.ca
John Klein – John.Klein@uregina.ca
Reposting from https://reginaediblecampus.wordpress.com/le-potager/