It is important and crucial to incorporate Treaty Education within our classrooms because: it acknowledges parts of our Canadian history; it will help students understand, building their awareness on what Treaties mean and why they are important; it will introduce the idea that we are all Treaty People; and help teach students respect and understanding for the Treaties and the importance of them. In the readings and videos all of them seemed to have the same message and that was that Treaty’s need to be respected and acknowledged. However, that can not be done unless people are able to become educated on the topic of Treaties and Treaty Education. By incorporating Treaty Education into the classroom along with Indigenous ways of knowing students at a young age will be able to see and understand how important Treaties are to our nation. It allows students to see different perspectives that they may have not been exposed to before incorporating Indigenous ways of knowing, it helps build relationships for the future. Treaty Ed also allows for celebration of our nation and understanding that without Treaties we would not be here today. Treaty Education and Indigenous ways of knowing is also something that can easily be applied to many subject areas, and it is important that it is. Whether it be math, or social studies Indigenous teachings allow for a more open and diverse learning setting for students, and can easily be applied to subject areas through a variety of outcome and indications.

            The notion that we are all Treaty people refers to the understanding that as citizens of Canada we are all a part of the Treaties therefore making us Treaty people. With this in mind it is important as future teachers and as educators that we acknowledge this to all of our students. In Claire’s video she talked about how important it is to teach Treaty Ed. She also emphasized the importance of teaching students in a low Indigenous population, because it helps break stereotypes and give knowledge to students of what it means to be a part of Treaties. It is important that students understand that we are all apart of Treaties and it is not just something that is applied to Indigenous people. As Canadians it is a part of us and our history, it acknowledges the roots of our nation and it is something that we need to understand, respect, and try our best to implement this idea and teachings within our classrooms.

Upon reviewing the article, Curriculum Policy and the Politics of What Should Be Learned in School the title alone, politics very well describes how curriculum is developed and implemented. When there is a government in power, policies are applied to many matters that represents the platform of the party. This is dominated by public opinion in regards to setting these policies. Since, education is a commonality of all people, public opinion as to how school curriculum is considered and reviewed is driven by the government in power. Who gets what is very much developed by who is in power, do they want to stay in power and what the current influential groups are demanding from them. What surprised me from the reading is the impact of business corporations that can sway the direction of education policies, and how long reviews of education policies can take before curriculum is adapted. Also, curriculum decisions are weighed heavily by public debate, which goes beyond the classroom. 

            At one point, the article had indicated that the government in Ontario was to remove Grade 12 calculus from offered subjects. This decision proved to be inconsistent, as public opinion and beliefs hold an abundant number of inconsistences. The policy as intended by the government, no longer was what the people believed, wanted, or would accept. However, at one time it was. This concern provided an alternative avenue to pursue, one in which a curriculum review party was formed which consisted of nonexpert participants as well as curriculum developers. These review panels would more likely have parents or students, non-educators and community partners, who would bring a diverse interest to aid in the direction of curriculum policies. The case example in the article can thereby be use with success to develop a more inclusive Treaty Education program in Saskatchewan. Curriculum review panels would include Elders, students, parents and community partners. New Curriculum Counsels as these would contribute greatly to the Ministry of Education’s curriculum platform policies. With any new adaptation of review procedures, tension can arise. The mainstream way of policy research and reviews would adapt to allow for alternative concepts, suggestions and utilizations. It takes time to have evolution for the enhancement of superior ways of knowing. Adjusting policies is more than a governments platform, or industries mandate. It is about teaching, it’s about supplying a greater way of knowing, thereby a superior approach to curriculum development in Saskatchewan.

This week’s article, Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing, is an article that divulges the advantages of intergeneration teaching. This type of knowing and teaching is developing into a broader way of pedagogy, as in teaching in a third space. However, this was a common way of learning by Indigenous Peoples and this is one of the concepts I believe the article wanted the reader to identify. The Cree word, Pasquataskamik is used to transcend the meaning of traditional territory, all the environment, nature and everything it contains. This meaning and knowing was disappearing from the young generation. They were using the word, Noscheemik which was not translating into the complete circle of the space and territory many Elders tried to define. A 10-day river trip with youth, adults and Elders was a key part of reclaiming and re-inhabitation. What was remarkable was the connections, the interactions and the transfer of knowledge between the intergenerational participates. The past, present and future of Pasquataskamik began to hold significance to all the participants. Re-shaping the community, a river, the land, the language and self-determination broadened for all. A cultural inheritance and experience to reaffirm Indigenous ways, forming a kinship between the past, present and future generations to expand on and to be nurtured.

As a teacher in my future classroom I would want to incorporate teaching in a third space and Indigenous ways of knowing. I could do this by having Elders and assistants to come into the classrooms to help in the learning. I would want to establish a collaborative learning environment in which all participants are involved. Not only will students be the learners but also the leaders. Having inclusiveness and fostering knowledge will be a directive I would like to achieve. As a lifelong learner myself I appreciate the information and the successful outcomes that was shared in this recent article. The approaches of learning, knowing and teaching comes to life in articles like this and is impactful for my future as a teacher.