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EDUC 3505 – M
October 5, 2017
FNMI Workshop Reflection
FNMI values and beliefs permeate Canadian culture in many capacities. As I have seen in
the FNMI workshop, educators are working on finding places for these values in classrooms. As
ambassadors for a brighter future, educators must incorporate these ideas to sensitize non-
FNMI students to the lasting struggles faced by the indigenous people of our country, as well as
provide a safe place for FNMI students to feel the value and permeating impressions their
culture has in our society today. This workshop reinforced how complicated and deeply rooted
this issue is, challenged my beliefs, and opened up questions regarding how I might introduce
Reconciliation in schools is a recent effort from the Canadian government. Some argue
that the effort is too little, too late, while others maintain that schools are not the place to try
to make up for past mistakes. The issue is complicated, but the government has made promises
and statements that are the first steps in recovering what was lost. I had not realized the
vicious cycle of the disagreement between westernized schools and FNMI culture; an instilled
distrust of systematic schooling is still affecting even the youngest generation of indigenous
people. With a culture-wide identity crisis in this country, we have a responsibility to show
young FNMI individuals that school is a place to explore and share rich backgrounds, and to
Another unfortunate realization from the workshop came from the discussion of the
achievement gap. While I knew it existed, I did not understand its roots or implications. I was
thankful to learn that, despite this gap, Albertas aboriginal population is gaining members at an
Dustin Sandau 001181353
EDUC 3505 – M
October 5, 2017
astounding rate. With a higher birth rate and more individuals identifying with FNMI status, the
government has become more accountable than ever to combat the achievement gap. They
have introduced regulations declaring how FNMI traditions are to be preserved in every
classroom, and have legislature holding teachers accountable. I was surprised to learn of the
integration of these traditions in seemingly irrelevant subjects, like science. It makes me curious
struggle to find the applicability for the topics in my future classroom. In a hunt for scientific
truths, what place is there for unsubstantiated, seemingly spirituality-based beliefs? If these
beliefs are unsubstantiated, why do we use the same plants for medicine today as indigenous
people did long ago? In unpacking these issues, I wonder about the ways we can organically
explore these ideas in a classroom. As we promote acceptance and foster belonging, are there
any specific sensitivities or delivery methods necessary to help students understand FNMI
perspectives? Should we treat the exploration of this culture differently than that of other
cultures or races? I hope to develop more fluency in the subject matter as I progress through
my career in order to authentically apply FNMI practices to our own curriculum and ensure my