Critical Self-Reflection - St. Mark Project

ANTISEMITISM - BOMBING - WHO? WHY? 

  

        
        We worked with the Grade 5 students at St. Mark School on an event called Voices for Change - speaking out against many forms of oppression. The students shared what they learned about different historical events (both long ago and recent events) - why things happened and how we can prevent these types of events from happening in the future. These students were VERY responsive to this type of anti oppressive education and showed their knowledge through various art forms. 

        I found it a very interesting experience working with the two grade five students in our group for the Voices for Change project. We were discussing the bombing of Montreal's United Talmud Torah School that happened in April of 2004. At our first meeting with the class we had all read an article and were working on coming up with questions. The why, the who were the major questions that the students as and they worked at figuring out the major details of the event. Each of the girls surprised me as they are only in grade five and they were able to think of all the major questions that I also would have had about the event. I don't think that I ever attempted to protect whiteness throughout this project, we were always very open with addressing the antisemitism that happened in this event. I definitely thought of the connections to our course and the topics that we had been discussing - I do not think that topics like this one were lost on these students, even though they were only in grade five. It was important to go in with an open mind and to not underestimate what the students could accomplish through this project. They developed thoughtful questions and figured out the answers while discussing the type of oppression this was
        Through our research we found that this event happened because the bomber blamed Jewish people for the killing of a leader in his home country (this was his reasoning for committing this awful act). After finding this in one of the articles that we read the students started asking questions and we worked together as co-learners to research and find the answers that they needed. We aided in helping them find the answers and find the discourse that was being used within the articles to describe the event. We had both challenges and successes during the time we were working with the students. It was hard to keep the students on task because they were so excited to be working with us. Also, because of this, we were able to have good conversations with the students about these types of issues. It was an excellent environment for talking about these types of oppression. My worldview definitely shaped how I viewed this event and talking about it with the students. I can't  think of one specific example but I don't think that you can possible talk about these issues without your worldview somewhat affecting how you view it. As much as you can try to teach these things without bringing your worldview into play, it will somehow be there and you must acknowledge this in your classroom - everyone has a worldview that will come into play.

Assist teachers in understanding how all students benefit from integrating Indigenous knowledge and anti-colonial/oppressive content

Engaged Citizens

(Related to the following Goals of Education: Career and Consumer Decisions, Membership in Society, and Growing with Change)

Students demonstrate confidence, courage, and commitment in shaping positive change for the benefit of all. They contribute to the environmental, social, and economic sustainability of local and global communities. Their informed life, career, and consumer decisions support positive actions that recognize a broader relationship with, and responsibility for, natural and constructed environments. Along with this responsibility, students recognize and respect the mutual benefits of Charter, Treaty, and other constitutional rights and relationships. Through this recognition, students advocate for self and others, and act for the common good as engaged citizens.

How does the incorporation of Indigenous Knowledge and Anti-oppressive teaching encourage the development of engaged citizens?

By both looking at Indigenous knowledge and through anti-oppressive teaching, students can better understand the world around them and work to make a positive change to benefit all people, including themselves. Becoming engaged citizens by trying to shape a positive change can start right in the classroom – if our students are taught about Indigenous knowledge they will better understand current events, for example news surrounding the treaties and treaty rights. Giving our students opportunities to become involved in the changing of the cycle of structural determinism can be a major benefit, giving them the chance to become responsible citizens and allowing them to share their learnings. Through learning about historical oppression of all kinds the students can better make informed decisions throughout their life to change this cycle. Giving our students the chance to make changes in their communities (locally and globally) has numerous benefits but I think a big one is giving them a chance to better understand themselves, their classmates, and society. For example: by learning about racism and discrimination students can reflect on their own knowledge and beliefs as well as the beliefs of others and of society and if they see something that is wrong and reaffirming the cycle of structural determinism they will have the tools and knowledge to step forth and make a change.