EDUC 5031 Curriculum- Teaching And Learning

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EDUC 5031 Curriculum, Teaching And Learning

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EDUC 5031 Curriculum, Teaching And Learning

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Course Code: EDUC5031
University: Thompson Rivers University

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Country: Canada

Question:
You are an administrator asked to lead the development of a new curriculum/ revision of a curriculum. Explain your stance for the design and development of a curriculum.  Write an essay or create a blog to support your position.
Answer:

Introduction
I agree that the term aboriginal education has confused many people in Canada over a long time. This has led to the emergence of multiple definitions of the term. Some of these definitions convey entirely different outcomes and goals. One may think that aboriginal education is something different depending on who is learning, who is teaching and what is being taught (White & Peters, 2013). About this, in this paper, I will give my stance for the development and making of the Aboriginal Education as part of a new curriculum. The Aboriginal education curriculum will be an educational framework that will outline skill and content milestones that will be attained for each subject grades. Although formalized, I agree that this curriculum has been designed to have dynamic flexibilities that take care of the diversity of socio-economical, cultural and regional backgrounds of a school body that is non-uniform (Kanowitz, 2016). The curriculum will endeavor to ensure academic consistency. I will provide a functional structure, through which the teachers or educators will operate with self-initiative and creativity when applying various instruction and assessment tools. A broad vision and philosophical direction have underpinned the curriculum. I have carefully planned it as not to undermine the holistic development of the student learners.
Literature Review
According to Gallop and Bastien in their article “Supporting Students in Higher Education,” that was published in the year 2016, achieving success for most of the Aboriginal students in cooperates more than realizing the mainstream objectives of higher career advancement and socioeconomic statuses (Gallop & Bastien, 2016). Academic success as defined by mainstream institutions is performance outputs and external measures that are related to intellectual achievement. For example, graduations, GPA and courses completed are some of the actions universities use to identify successful students. By mainstream standards, a successful aboriginal education student will be like any other student, by completing their coursework and graduating from their program in the designated time. The success of the Aboriginal student will include the ability to maintain cultural integrity and responsibility of reciprocity. Maintaining artistic integrity is vital for a student or a learner to go through the Aboriginal education successfully. This involves possessing a sense of own self and keeping hold of the individual original knowing. For many Aboriginal students, post-primary education is viewed as a fundamental tool for helping aboriginal societies to get their self-determination and self-rule goals.
There are enough evidence and literature to suggest that non-Aboriginal teachers have no enough skills or knowledge of how to teach Aboriginal learners (Santoro, Reid, Crawford, & Simpson, 2011). Despite the commitment and positive intentions from many tutors, inadequate understanding and lack of the appropriate pedagogies and complexity of the Aboriginal culture has remained a challenge. In reference to the results of a data that studied the career ways of several presents and past Aboriginal teachers,  Santoro and his co-authors highlighted the teachers’ knowledge on vital areas; Aboriginal methods of knowing, students living outside the school and creating links with Aboriginal learners and societies. They suggested that the Aboriginal tutors could stage critical responsibilities as tutor educators and teachers to non-Aboriginal mentors. They indicated that creating and formalizing opportunities for non-Aboriginal teachers to learn from their counterparts is the fundamental role of the school systems.
The central objective of Indigenous Education is to make sure that Aboriginal learners keep their traditional identity while obtaining their proper education (Munroe, Borden, Orr, Toney, & Meader, 2013). Concerned with the importance to decolonize the Aboriginal education Munroe and her Co-authors explored philosophies of the indigenous ways of knowing as well as those of the 21st century. In their bid to suggest a way forward for the education, they enquire harmonies between the traditional and the modern techniques of instruction. They indicate that there is a need for contracting a curriculum for culture and language revitalization as well as drawing from community contexts to create a curriculum.   
Aboriginal students in Canada are faced by many challenges (Whitley, 2014). School persistence, postsecondary enrollment, and graduation rates are far behind for the Aboriginal learners as equated to their counterparts who are the non-Aboriginal students. Lower income levels and lower employment rates are some of the long-term effects of these challenges. The mismatch between components of formal, the prevailing current, off-continence school surrounding, interests and values of the Aboriginal students are some of the explanations for the gap. Racism and prejudice between Aboriginal students and their counterparts is another explanation for these challenges. Background experience, first language, academic abilities, family support, and academic motivation are some of the influential factors that can determine the ability of a student to excel. Identifying this can result in the growth of a more explicit curriculum with results that are more successful.
Implications of the Aboriginal Education Curriculum
In my view, the Aboriginal education will focus on teaching Aboriginal methods, wisdom, paradigmatic, and gratification within official and informal educational network. Developing acknowledgment and application of the Aboriginal education ways will be a reaction to the attrition and mislaying of Aboriginal wisdom via the process of modernity (Booth, 2014). The Aboriginal community will be able to repossess and reappraise their language and in so exploiting, better the overall educational megahit of the Aboriginal learners. The Aboriginal culture will also survive as a result.
Additionally, in this curriculum I will bring a shift towards recognition and understanding of the traditional models of education as a viable and legitimate form of knowledge (Sianturi, Chiang, & Hurit, 2018). The world has many education systems in use. However, each community celebrates the assortment of literacy, and seeing world reinforcement for tutoring traditional models of wisdom as a smash, and so will do the Aboriginal community.
Conclusion
I acknowledge that the Aboriginal curriculum is related to John Dewey’s curriculum theory. The vision of a democratic society commendably guides Dewey’s education and democracy. The world is currently under an attack by a wide range of issues. My solution this problem is to set up a strong foundation for growth and development. The center for solving all these issues is excellent and quality education. I will in-cooperate the Aboriginal culture in the curriculum to help improve education in Canada.
References
Booth, S. (2014). Teaching Aboriginal curriculum content in Australian high schools. Master of Education (Research), 1-198.
Gallop, C. J., & Bastien, N. (2016). Supporting Success: Aboriginal Students in Higher Education. Canadian Journal of Higher Education, 206-224.
Kanowitz, G. (2016). What is curriculum? Quora, Online. Retrieved from https://www.quora.com/What-is-curriculum
Munroe, E. A., Borden, L. L., Orr, A. M., Toney, D., & Meader, J. (2013). Decolonizing Aboriginal Education in the 21st Century. McGill Journal of Education, 317-337.
Santoro, N., Reid, J.-A., Crawford, L., & Simpson, L. (2011). Teaching Indigenous Children: Listening To And Learning From Indigenous Teachers. Australian Journal of Teacher Education, 65-76.
Sianturi, M., Chiang, C.-L., & Hurit, A. A. (2018). Impact of a Place-Based Education Curriculum on Indigenous Teacher and Students. International Journal of Instruction, 311-328.
White, J. P., & Peters, J. (2013). A Short History of Aboriginal Education in Canada. Part One: Understanding the Current Situation, 13-31.
Whitley. (2014). Supporting Educational Success for Aboriginal Students: Identifying Key Influences. McGill Journal of Education, Online. Retrieved from https://mje.mcgill.ca/article/view/8949/6943

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