Critical Pedagogy of Place

For this week we had to read an article that discussed decolonization and rein-habitation and to discuss these topics and list some examples that were apparent throughout the article.

1. List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.

Well it is said in the article that we read that these two go hand in hand and by these you can not have one with out the other. For starters I did not even know what reinhabitation even was before I read the article but after reading it and going through it I know what it means and for those of you reading who may not have an idea or understanding of what reinhabiation is, recreate peoples environment so that they can live well. Now decolonization to change the way we we think so that the main intention is not to hurt and exploit the people of these lands any means necessary. This article also talks a lot about relationships and just as these two words go hand in hand and have a relationship. In the article it also highlights the relationships between the youths and the elders which is very imprint in First Nation Culture as it is one of the main ways that the youth can learn from someone who has incredible life experience and can help the relate on a level that a school just can’t. Also by having this river trip that was mentioned it was great to see that the youth was learning where they came from and learning about the “place” which is something that may have been forgotten due the youth being colonized. Overall is quite eye opening because I never really thought about the word place in a literal sense, I never questioned the place I was learning or where the place I was learning in and the importance of the land. It is defiantly eyeopening and definitely something that should and needs to be considered moving forward in my educational journey.

2.How might you adapt these ideas to considering place in your own subject areas and teaching?

This question made me really think, with my major being mathematics it is really hard to try and grasp the understanding of place when it comes to math, just because it is something that is so logical and math does not really have any kind of “big picture” or special meaning its very concrete. However that would not stop me from trying to implicate some of the lessons learned in the article and relate them to math for instance I would, have my students go out into the land and have them look for anything that they can relate math too, whether that be estimating how long the river is or how tall that tree was, and by also having my students apprentice the land and all that it offers, might give them a better perspective of using math in everyday life. They also could look at the space around them and see if they can relate math to the spaces around them, this could lead to shapes, area, volume, distance, scale factors, etc. Which are some of the bigger outcomes in the math curriculum. Hopefully by allowing students to actually just take a second and look around them and appreciate whats around them, then they can maybe take away some big ideas that math has to offer.

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