Carmelo Bono
Nicole Bell
March 15/2022
EDAQ SA829
Module 3 Reflection: Wanted, Culturally Responsive Pedagogy
The idea of student voice is not isolated to just the indigenous students but it is especially important to note that these students’ voices are far quieter than those of other students. The acknowledgement of the learner in the classroom is a theme that derives a sense of core helplessness in learners as demonstrated through the discussions of S. Dion, and N. Bell. The medicine wheel framework is not only an opportunity to bring the needs of indigenous to the surface of discussions surrounding the country’s current state of ongoing reconciliation, but a manner of providing students with opportunity to collaborate, use their voice and grow into socially equipped individuals.
To begin with, the ideas that Dion (2016) has brought to light in her article Mediating the Space Between: Voices of Indigenous Youth and Voices of Educators in Service of Reconciliation, are imperative to the Truth and Reconciliation Act. The metaphor/analogy of the perfect stranger is one that drives a stake through the heart of a lot of readers who feel that there is a sense of “am I one of those strangers?”. This realization of damage cause is given a proposition in end through the idea that to initiate an ongoing inquiry into the concerns and thoughts of indigenous youth demonstrate a sense of responsibility on the teacher and ministry of education. This speaks loudly to the ongoing movement of applying a culturally responsive pedagogy into the classrooms of teachers across the globe, but in this case, particularly Ontario.
In addition, the ideas that Bell describes in The Medicine Wheel as a Framework (2019) in which the Medicine Wheel holds different representations to the essence or spirit, one or two of which being interconnection and self. A matter of youth’s development was commented on from Elders who were visiting Southern Ontario to provide insights to the Medicine Wheel framework. The experiences of youth are guided through the use of this framework which ultimately allows youth to develop in a manner that provides opportunity for holistic communication and relationship building with not only their teachers but nature as well. In a manner of speaking, the collaboration that can occur within a class will be enhanced through the theoretical principles of the medicine wheel framework.
Finally, in regards to the idea of voice, students and staff are given equal opportunity to participate actively in the educational process with their voice through collaborative inquiry. According to the journal article Building Critical Capacities through Ideas Into Action, there is a set of ways that trust which fosters forward moving change in regards to the integration process of collaborative inquiry, these are through modelling of trustful qualities, demonstrating students needs as first an foremost, as well as identifying to the staff how their individual subject areas of expertise are needed to make education of the students successful. This perspective of using collaborative inquiry to ultimately bring staff together, as well as bring students together is not just a matter of promoting better learning of content knowledge, but the learning of humanity as well as trust. Therefore, it is through the collaborative inquiry and the integration process that educators, and leaders can promote student voice.
To conclude, The Medicine Wheel Framework has great potential within education, especially education in Ontario. The teachers are already versed in pedagogical training, to apply a set of guiding qualities students should development as fundamental (as the hidden curriculum already does), would ultimately be what the educational institutions hope would happen. The qualities of the hidden curriculum and Medicine wheel framework are similar in regards to what they are made of their goals differ in regards to the idea that the medicine wheel framework is to instill the oneness rather than the sense of the purely individual. The medicine wheel framework can do this through providing opportunity of students to have and use voice.
References
Dion, S. D. (2016). Mediating the Space Between: Voices of Indigenous Youth and Voices of Educators in Service of Reconciliation. Canadian Review of Sociology/Revue Canadienne de Sociologie, 53(4), 468–473. https://doi.org/10.1111/cars.12128
This is a document use in this Module (Task 2). The perspective of the indigenous students was of great focus and importance in regards to the ability to build voice for these students.
N. Bell. Teaching by the Medicine Wheel | Education Canada Magazine. (2019, September 25). EdCan Network. https://www.edcan.ca/articles/teaching-by-the-medicine-wheel/
This is a replacement source for the "excerpt by Bell", this is to discuss the ideas of the medicine wheel as a framework.
Building Critical Capacities for Leadership Learning. Promoting Collaborative Learning Cultures: Putting the Promise into Practice 2014 (145), 19–34. https://doi.org/10.1002/yd.20121
This is a document discussing the PLC and collaboration in particular. This journal article from "ideas in action" is a particular demonstration in regards to the way that school learning communities can come together to build on the idea of student voice for all students.
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