In class we began with a debriefing session from the previous day at the Musqueam First Nations. An important point that was discussed was the influence of colonization and assimilation of the First Nations in Canada.
We watched a short video from the Youth MADE Workshops and Resources called “I AM HERE”: Colonial Matters. The video begins with a powerful and poetic rap describing the Aboriginal cultural genocide that occurred in Canada. Along with the rap was powerful imagery depicting the consequences of the genocide. The imagery illustrates a full circle of Aboriginal people and then slowly individuals fades away until there is only one person standing. As the poem and imagery concludes, the video switches to three First Nation youth sitting on a bleacher being interviewed. They discuss the prevalence of racism between Aboriginals and non-Aboriginals. One powerful point in the discussion is the effects the residential schools had on First Nations people. Difficulties such as substance abuse and crimes are common place, because the next generation of Aboriginals don’t have the support and feels disconnected. However, this project is used to promote healing in a holistic approach. The emphasis placed on “looking back in order to move forward” and repairing the relationship between the youth of Aboriginals and non-Aboriginals. A significant passage from the interview was when one of the male youths describes that the school curriculum does very little discussing First Nations in much depth. He goes further describing that nothing in the school curriculum discusses the Aboriginal cultural genocide or residential schools. Finally, the male describes the benefits of the non-Aboriginal learning about the genocide and residential schools stating that “it would help non-Natives understand them better.”
Next the class shifted gears and discussed “Becoming a Critically Reflective Practitioner”. The ongoing process of being thoughtful, critical, and re-examining our own practice is in essence the most significant tool of a developing professional. Dave and Angela prepared an amazing handout that describes the purpose, the criteria, and an indepth rubric that defines and compares the approaching expectations and fully meeting expectations. The handout also highlights prompts for reflections and sentence starters. Furthermore, the handout examines some insight into what you think and feel about the ideas or issues. The last page of the handout discusses the idea of thinking deeper and making connections as well as the different formats for the journals. This sheet rocks and will be very beneficial to writing and re-examing my reflective journals.
We watched a short video from the Youth MADE Workshops and Resources called “I AM HERE”: Colonial Matters. The video begins with a powerful and poetic rap describing the Aboriginal cultural genocide that occurred in Canada. Along with the rap was powerful imagery depicting the consequences of the genocide. The imagery illustrates a full circle of Aboriginal people and then slowly individuals fades away until there is only one person standing. As the poem and imagery concludes, the video switches to three First Nation youth sitting on a bleacher being interviewed. They discuss the prevalence of racism between Aboriginals and non-Aboriginals. One powerful point in the discussion is the effects the residential schools had on First Nations people. Difficulties such as substance abuse and crimes are common place, because the next generation of Aboriginals don’t have the support and feels disconnected. However, this project is used to promote healing in a holistic approach. The emphasis placed on “looking back in order to move forward” and repairing the relationship between the youth of Aboriginals and non-Aboriginals. A significant passage from the interview was when one of the male youths describes that the school curriculum does very little discussing First Nations in much depth. He goes further describing that nothing in the school curriculum discusses the Aboriginal cultural genocide or residential schools. Finally, the male describes the benefits of the non-Aboriginal learning about the genocide and residential schools stating that “it would help non-Natives understand them better.”
Next the class shifted gears and discussed “Becoming a Critically Reflective Practitioner”. The ongoing process of being thoughtful, critical, and re-examining our own practice is in essence the most significant tool of a developing professional. Dave and Angela prepared an amazing handout that describes the purpose, the criteria, and an indepth rubric that defines and compares the approaching expectations and fully meeting expectations. The handout also highlights prompts for reflections and sentence starters. Furthermore, the handout examines some insight into what you think and feel about the ideas or issues. The last page of the handout discusses the idea of thinking deeper and making connections as well as the different formats for the journals. This sheet rocks and will be very beneficial to writing and re-examing my reflective journals.
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