Sr. FNMI ABQ: Module 5 "Learning Portfolio"

Carmelo Bono

Professor Bell

July 22, 2022

EDAQ S829-E

Module 5-Learning by Doing

As an educator in the field of FNMI, there is a lot to figure out, as mentioned in Module 5, it is best to be up to date with the work and learning of those who model the journey forward in this relationship between the multiple groups within Canada, identifying namely non-idigenous and Indigenous People. After demonstrating the abilities to comprehend and understand, the “figuring it out” portion of the learning is ultimately the portion of experience in which an educator asks oneself, “where is next?” and the answer to this question is simple, “within the community”. An educator should be familiar to discuss the details of the land, culture or identity of indigenous peoples to that geographical area that they practice in while leveraging the supports and experts within their school (or wider) community. Bringing this learning experience to the PLC is the single-most important thing someone can do when coming into a school that is driving the implementation of the FNMI framework and/or learning content. In taking this course (FNMI ABQ) it feels like that is already one's acknowledgement to the "Learning to Know". For an educator's classroom it goes without saying that after an ABQ like this, there are things seen, heard and learned that one can not easily forget.

What an educator can say they have completed in the course of this journey, is through the examinations of FNMI curriculum/framework, is that they have developed a sense of heightened understanding in regards to where people are from and how to be sensitive to their personal backgrounds showing ability to appropriately discuss different cultures without under or mis-representation (Singh, 2013). Educators in FNMI will also be educators who are willing to go beyond the powerpoints and cultural rhetoric that makes many uncomfortable to really indulge in the romance of a new revitalised learning experience,  as well as beauty of FNMI learning perspectives as outlined through the readings of Little Bear L. in acknowledging the truths of Canadian education and considering how to change the paradigm to allow a co-existence that evolves into harmonious drive intertwining two paths together.

The challenges of FNMI learning is not so much a challenge of the education in this subject area as much as it is of the peoples that it represents. This is noticeable and worth mentioning consistently in the delivery of course materials or in the support given to indigenous students. Reminders of one’s support should be something of a reflection point for educators and students. Educators are role models and this is seen when it is done well, and together with the wider-community.