Author:
Critical Reflection #2
The article titled “Effective Indigenization of Curriculum in Canada and New Zealand: Towards Culturally Responsive Pedagogies” (Howe, Johnson, & Te Momo, 2021), throws light into the incorporation of indigenous teaching into the curriculum for a better understanding of indigenous teaching. Systemic changes in society and meaningful education reform take time. Research consistently supports the notion that teachers tend to teach the way they were taught (Britzman, 2003; Howe,2006). It made me to realize the importance of inclusion of indigenous teaching among students. By embedding culturally responsive pedagogies in teaching practice, the learners can explore the challenges faced by certain group of people in society. By animating the voices and experiences of the cognitive “other” and integrating them into the educational process, it creates a new, balanced centre and a fresh vantage point from which to analyze Eurocentric education and its pedagogies.(Howe.et al. 2021). It can be understood that a balanced teaching practice can be formulated.
Joann Brown’s inspiring speech on Indigenous ways of knowing emphasised on “All my relations” strikes me a lot as it shows the importance of his or her own family and community in one’s life. Family and relationship help all in the community to give respect and love all in the society. It helps to develop strong bonds among each other. Joann emphasised on acknowledging the lands of various territories. The discussion was an eye opener for me, as I could realise how identity and culture shapes one’s life and perspectives. The new generation in the family can perceive the culture and traditions of their community from their relations. I strongly believe that family relationship values can be embedded in the teaching practices by teaching them the history lessons about the struggles of the first nations. The knowledge of the struggles and challenges faced by them make the curriculum balanced and effective.
References
Howe, E. R., Johnson, S., & Te Momo, F. (2021). Effective indigenization of curriculum in Canada and New Zealand: Towards culturally responsive pedagogies. Journal of Contemporary Issues in Education, 16(1).
She effectively emphasises, in my opinion, the necessity of introducing indigenous teachings into academic curricula in order to create a more inclusive and well-rounded learning environment. To do this, the author effectively emphasises the need for systemic adjustments and significant educational reform in this. In my opinion, the emphasis on incorporating culturally responsive pedagogies to help students comprehend and relate to the struggles experienced by marginalised communities is something I agree with. Joann Brown’s reference to “all my relations” highlights the importance of social and familial ties in forming a person’s identity and perspective. My belief in fostering cultural knowledge and justice in education is aligned with the integration of family values and recognition of indigenous lands in teaching techniques.
She did a good job of highlighting the main points of the paper, such as the necessity of systemic adjustments in education to include native teaching practices and the contribution of culturally responsive pedagogies to the development of an inclusive learning environment. It also skillfully addresses Joann Brown’s emphasis on community, family, and the need to recognize indigenous lands, demonstrating a profound comprehension of the cultural values ingrained in these ideas. She also made a strong case for the inclusion of indigenous viewpoints in curriculum design, illustrating her grasp of the transformative power of this strategy in fostering students’ respect and understanding of different cultures.
Overall, she offered a careful and perceptive examination of the material, exhibiting a deep understanding of the significance of indigenous knowledge and cultural inclusion in the classroom.