Reading Response Seven
In Dwayne Donald’s video On What Terms Can We Speak, he speaks about deconstructing the past that we share and engaging critically with the realization that the present and the future is very intimately linked. He states we should speak on terms of bringing together the past, present and the future since sometime we separate those, when really the past has a significant in the present and future. So it is important that we, as educators, recognize and make the distinct links that the past, present, and future known in our classrooms because it affects all students.
To further this point, in Regina, SK we are on Treaty Four territory. This means we all share the land (i.e. we live on the land, use the lands resources, etc.) and thus are all treaty people. That in itself should clearly represent one aspect to significance as to why Treaty Education should be taught to ALL students, regardless of if there are few of none First Nations, Metis, or Inuit peoples in a said class, “What I understand from treaties: First-nations and non-First Nations peoples are bound together in a relationship” (Claire Kreuger, 2017).
In chapter one of We are All Treaty People, the author states that everyone is a treaty person, no matter if you are Indigenous or non-Indigenous “…The treaties would still be my story, and my family’s story. It is our story: the one about the commons, what was shared and what was lost. It is an elegy to what remains to be lost if we refuse to listen to each other’s stories no matter how strange they may sound, if we refuse to learn from each other’s stories, songs, and poems, from each other’s knowledge about this world and how to make our way in it. Old-timers and newcomers alike, “we are all treaty people” (Epp 2008)” (Chambers, p.29). When I think about this quote and the statement that we are all treaty people, I find it hard not to think of connections to the curriculum. Here is one example of how Claire Kruger has brought Treaty Education into her classroom.
But there are also other ways you can bring Treaty Education into the classroom (While linking it to curriculum). One way might be talking about different current events that are happening in your community with your students and co-constructing how students could get involved or take initiative. I think showing students that people are doing something with what the students learning is very beneficial, especially if it relates to the students own interests. One example a media source could be Colonialism Skateboards (I’d definitely would recommend giving their Facebook page a look!)
As far as my understanding of curriculum that we are all treaty people goes I think that, as future teachers, there are many ways to incorporate this into our teaching practices, lessons, and everyday life; and that teaching Treaty Education to your students is extremely important and very valuable.