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Visual Essay
Visual Essay
Learning Task #2
EDUC 530
Michaela Kelly
30154847
University of Calgary
I was born and raised on Treaty 7 land. It is the only home I have ever known. I have
strong connections to the land and the places on it. I have had the privilege to play, work, love,
laugh, and be free on this land. Over the course of my education degree I have come to know that
not all got to have this same experience on this land. I have grown up in Airdrie, Alberta where
my education was carried out by the Rocky View School board. Looking back at my years of
education I believe what I was taught in regard to Indigenous education was very surface level.
Instead of learning about residential schools, the medicine wheel or sharing circles we built
longhouses and made tipi’s. Due to this I feel like my knowledge of the land I walk everyday
was limited. Through my education degree I have been made aware of its history and am able to
This course has made me uncomfortable. The conversations, questions and readings have
pushed a wall over that I did not know I had up. I think due to my lack of knowledge in this area
I had accepted my ignorance. I felt that because I did not have a direct relationship with it nor did
it directly impact me, therefore I had no reason to educate myself on it. I realize now that I was
mistaken. I believe that my learning throughout this course has been a rollercoaster. At some
moments I believe I have a good understanding of Indigneous education and how I will present it
in my class, then the next I am lost again. Before entering this course I had very limited
understanding of what Indigenous education was and how to attack the topic. However, through
the course I have been navigating my way to understanding what it is and how I will implement
understanding through the readings, videos, and group discussions. These things have helped me
I believe the witnessing learning task and the reading by Pratt (2014) have impacted me a
lot because it has required me to learn to listen to understand, instead of listening to respond.
They made me aware of how essential storytelling is and the sharing of thoughts and ideas. I
believe that this will be a crucial practice for me when I become a teacher. So often I am hearing
what people are saying and preparing what I will say when they are done. Pratt (2014) shared the
concept of deep listening as a strategy, which is something I have been trying to work on in order
to fully understand the other person and what they are saying before preparing my response. The
implementation of the sharing circles has created space for vulnerability and sharing of stories
that I have never experienced in my life before. Being able to share this experience with others
has brought us closer and given a safe space to expand on this topic.
I chose this photo to represent a circle. This bowl serves to indicate the sharing circles which
have opened up my eyes to Indigenous ways of knowing, sharing, and storytelling. My group
does our witnessing around our dining room table which is where this bowl sits. It is a reminder
to listen to understand, not to respond.
My view of land has changed over this course as well. I am reminded that the land I am
on is not just mine and my memories alone, but the people who came before me. I find that when
I look at places now I am seeing it through a new lens with ample opportunity for what it was
and what it could be. I am also realizing that everyone’s experiences are different. From
watching the film We Were Children, I was reminded that two people can experience the same
thing and have two different experiences, perspectives and feelings towards it. I think this is
classroom. As a teacher I need to remember it affects everyone not just those who are Indigenous
and to give everyone space to have feelings, emotions, and questions. I think it will also be
important for me to connect to Indigneous communities and individuals who know more on the
overwhelmed with the grandiosity of the task to heal and make right. When reflecting on the day
of truth and reconciliation it feels as though it is not enough, which leaves me wondering what
will be enough? Every step I make feels insignificant, even though it is doing some good.
Remembering that the ocean needs thousands of drops to be whole, therefore what I do is
overwhelmed by all that I could eventually do. This course has influenced how I will bring
indigenous education into my practice. From reading the Simpson (2014) article I would like to
bring in land-based learning into my classroom and transform the land into pedagogy. We can
learn both with the land and from the land as Simpson (2014) states. It is important for students
to connect to the land they are on and the land they came from to understand who they are. I
would like to focus first on bringing in land-based learning into my class authentically before
overwhelming myself with other ways of sharing indigneous knowledge and teachings. I have
realized that building slowly towards something will allow me to do one thing great and then add
Poitras Pratt, Y. & Daniels, L. (2014). M.tis Remembrances of Education: Bridging History with
Memory. In P. Preciado Babb (Ed.). Proceedings of the IDEAS: Rising to Challenge Conference
https://jps.library.utoronto.ca/index.php/des/article/view/22170
nfbca.ezproxy.lib.ucalgary.ca/film/we_were_children/