Teaching for Decolonization and Reinhabitation: A Sense of Place

  1. List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.
  2. How might you adapt these ideas to considering place in your own subject areas and teaching?

 

  • Brought together youth, elders, and the generation in-between, sharing their learning about the relations of the people to the lands
  • bring generations together to share, use and deepen the knowledge of connecting to the land
  • Deeply ingrained relationships among people and also between people and nature
  • reinhabitation and decolonization depend on each other

 

decolonization and reinhabitation are important terms That I have recently discovered and added to my philosophy. as a future teacher, I think the presence of decolonization and reinhabitation is crucial to have in both my subject areas of math and physical education. When in the context of math, I first relate back to my ECS 300 placement. My coop teacher had incorporated the Cree language into his everyday teaching, connecting it throughout courses and I hope to do just that. Specifically, in math, I would like to use Cree numbers in a context that helps increase understanding of math and also treaty education. using a different set of numbers may lead students into a deeper understanding of the operations of basic mathematics and leads students away from the common sense of westernized mathematics.  I also learned about the Inuit number system this year, and how it differs from our number system. This system has different words for the same number depending on the context and strictly relates back to nature in the same way Reinhabitation was described in our reading. an example of this is when they represent the number 3. It could mean 3 people in a canoe, 3 different options, or even a group of 3 but all situations are linked to real-life situations and the Inuit’s perspective of place. The Inuit system is also another context I would like to try out in aims of a deeper connection to today’s mathematics.

On the other hand, I also think it’s important to incorporate all this information into my physical education background as well. Treaty education has been talked about a lot in my physical education background, and I think it is because of how easy it can be to integrate into the gym. it may be a first nation game like lacrosse or blob tag,  could be a mural on the wall, or even be an aboriginal dance unit. There are plenty of ways to adapt to learn about both concepts of decolonization and reinhabitation, especially with the use of an outdoor environment. With the fact that I can use and outdoor aspect makes this concept an easy one to hit and is something I look forward to developing in the years to come.

Advertisements
This entry was posted in ECS210. Bookmark the permalink.

1 Response to Teaching for Decolonization and Reinhabitation: A Sense of Place

  1. I find the whole interfacing of numbers and numbering systems to be an interesting topic to bring up in a math class for sure. The inclusion of various languages is a good way for infusion of first nations and indigenous thought into the classroom.

    Like

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s