For very many years, teaching science has been a major challenge for academicians and educationists. Most of the class readings explore some of the best concepts for teaching “Integrative Science” in classrooms today. Integrative Science is a new approach whereby teachers embrace the elements of both Western Sciences and Indigenous Sciences. From a personal perspective, I have found these analyses and readings meaningful because they can help teachers deliver the best concepts and ideas to their learners.
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The approach is relevant because it ensures there is no assimilation or any form of knowledge domination (Frideres 49). The Two-Eyed Seeing Approach, as described in the class readings, embraces a holistic approach whereby teachers can embrace both the Aboriginal and Western cultures. The approach is relevant because it helps learners appreciate the elements of the two sciences.
The readings also explain how teachers can embrace these fields in order to ensure their learners acquire relevant skills and scientific knowledge. The acquisition of ideas and information is something counterintuitive and symbolic. That being the case, it was necessary to build a bridge between indigenous ideas and western sciences. From a personal perspective, I believe it has been possible to have a new way of “knowing” from these two sciences. The approach has made it easier to teach Integrative Science (Frideres 43).
The readings encourage future educationists and scholars to embrace these two sciences because they will help learners have a better understanding of science. People should embrace Integrative Science because it presents crucial elements such as co-learning and Aboriginal pedagogy. This approach will connect individuals to their cultures thus making learning safe and enjoyable.
The second part touches on the issue of Residential Schools. Most of the historical facts about Residential Schools are quite astonishing. Although the purpose of these schools was to promote education in Canada, the saddening fact is that they treated the learners in an unfair manner. Most of the students were laborers. This explains why the schools did not emphasize much on academics. The new development was against the cultural practices of the First Nations.
The schools were also against any indigenous language in the country. The class readings also examine how the learners encountered poor conditions (Frideres 58). Most of the survivors have explained how they remained hungry and lived in substandard conditions. As well, the students experienced sexual, emotional, mental, and physical abuse. Most of the children lost their “birthrights” and others were unable to practice their culture. Reports also indicated that more children died during the time.
The class readings expose the dark side of these Residential Schools. Most of the children encountered numerous obstacles and challenges. Corporal punishment was also common in these schools. Efforts to form a commission of inquiry succeeded in 1991. The commission would help address most of the mistreatments. The involved parties encountered numerous challenges in an attempt to seek justice. Although the government had compensated some of the complainants by 2010, this historical past shows clearly how many people and children suffered in these schools. The students in the Residential Schools lost their happiness and opportunities.
People should read these class materials because they help us examine the darker sides of Canadian history (Frideres 69). This knowledge is necessary because it makes people make better decisions and understand why their situations are as they are today. Most of these facts offer a new image of the history of the Aboriginals in Canada.
Frideres, James. First Nations in the Twenty-First Century. Oxford: Oxford University Press, 2011. Print.