2 Personal Journal Student Professor Institutional affiliation Course As I go through these study materials, I find them very interesting and informative, and they give me a desire to keep learning more about working with and for the aboriginal early childhood education. The material's content drives me into the lives of the Aboriginal people, their challenges with education, their relationship and practices to education, and how these are shaping education for such children. One issue that caught my attention is the reading by Annie Wenger(2010), Where she demonstrates the concepts of human development. The fact that the Aboriginal people are among the authors who are part of those that write the theories on the Cree medicine wheel excites me to continue learning about the subject in question. However, I am fascinated by the fact that even though the life aspects of the Aboriginal people are integrated into this particular theory and scholarly work, the significant European-centered academic work doesn't welcome this holding. This motivates me and my desire to narrate the infants of their perspective to education and on the scholarly work that might have been done by people that understand their culture best. I feel they are a model that empowers children of this ethnicity to choose and have power over their education as they grow as learners. Coming across this reading drives one into a lively Aboriginal environment and feels like exploring areas of knowledge not widely explored before. Another paper by Nick et al. (n.d) demonstrates how colonial activities brought out the native Aboriginal people as deficient, making them exploitable subjects. I felt a sense of hopelessness for the Aboriginal child upon reading the title of this particular content. As presented by this specific article, this led to the growth of a hierarchical society. This author presents compelling information that leaves me wondering about the social place of the Aboriginal child and if this subjectivity was inherited right from the previous generations into the present. However, the material presents a chronological view of the development of psychology and how this psychology was being utilized as the concept of putting the Aboriginal people as a subject of control and depicts a sense of a struggling ethnicity. The author enables me to understand better the situation of the Aboriginal child and how to handle their educational and teaching needs based on their historical experiences. I understand what shapes their understanding of the specific phenomenon and know why they do some things and how they do them. I am heartbroken when the author concludes that the period ends with the psychotherapist-client relationship reshaped as a blended colonial relationship. It seems that the understanding of the aboriginal people is based on a foreign culture and may not be based on reality as with the Aboriginal people themselves. Nguyen's (2011) material sounds to be .

1. 2
Personal Journal
Student
Professor
Institutional affiliation
Course
As I go through these study materials, I find them very
interesting and informative, and they give me a desire to keep
learning more about working with and for the aboriginal early
childhood education. The material's content drives me into the
lives of the Aboriginal people, their challenges with education,
their relationship and practices to education, and how these are
shaping education for such children. One issue that caught my
attention is the reading by Annie Wenger(2010), Where she
demonstrates the concepts of human development. The fact that
the Aboriginal people are among the authors who are part of
those that write the theories on the Cree medicine wheel excites
me to continue learning about the subject in question. However,
I am fascinated by the fact that even though the life aspects of
the Aboriginal people are integrated into this particular theory

2. and scholarly work, the significant European-centered academic
work doesn't welcome this holding. This motivates me and my
desire to narrate the infants of their perspective to education
and on the scholarly work that might have been done by people
that understand their culture best. I feel they are a model that
empowers children of this ethnicity to choose and have power
over their education as they grow as learners. Coming across
this reading drives one into a lively Aboriginal environment and
feels like exploring areas of knowledge not widely explored
before.
Another paper by Nick et al. (n.d) demonstrates how colonial
activities brought out the native Aboriginal people as deficient,
making them exploitable subjects. I felt a sense of hopelessness
for the Aboriginal child upon reading the title of this particular
content. As presented by this specific article, this led to the
growth of a hierarchical society. This author presents
compelling information that leaves me wondering about the
social place of the Aboriginal child and if this subjectivity was
inherited right from the previous generations into the present.
However, the material presents a chronological view of the
development of psychology and how this psychology was being
utilized as the concept of putting the Aboriginal people as a
subject of control and depicts a sense of a struggling ethnicity.
The author enables me to understand better the situation of the
Aboriginal child and how to handle their educational and
teaching needs based on their historical experiences. I
understand what shapes their understanding of the specific
phenomenon and know why they do some things and how they
do them. I am heartbroken when the author concludes that the
period ends with the psychotherapist-client relationship
reshaped as a blended colonial relationship. It seems that the
understanding of the aboriginal people is based on a foreign
culture and may not be based on reality as with the Aboriginal
people themselves.
Nguyen's (2011) material sounds to be a very up-to-date
analysis of the Aboriginal people in Canada in a title that feels

3. very curious and speaks volumes ’Closing the gap.’ The paper
speaks volumes about the disparities in education between the
Aboriginal people and the non-Aboriginals. I tend to agree with
the suggestion of the author that the solution to this gap is
adopting a robust system to implement early childhood
education since it is the most sensitive. Even though the
statistics are not much sticky in my mind, I feel they are always
pessimistic regarding Aboriginal people. I feel for the lives of
the millions of Aboriginal children who lack access to primary
education due to poor policies and am confused between the text
of the inability of the government to take this issue with a lot of
seriousness.
Haldane et al. (2012), in the report by the AFN special
rapporteur, is another awakening spirit to approach the
education of the Aboriginal people in their way, in the way that
they feel will be most suitable and more applicable to this
particular ethnicity. The recommendation of these reports seems
to be very well-researched and well-intentioned, but I am left
asking about the improvement or the impact they have made up
now, have they? Are they going to change anything if they have
not?
Greenwood & Shawana (2000) take into the past of the life and
times of the grannies in the context of the Aboriginal people.
This article presents me with much relevant knowledge of the
Aboriginals and how their lives shaped those of their
grandchildren in the past. Focusing on traditional child-rearing
practices, I can connect to the lives of Aboriginal children
across Canada and how these affect them during their education.
However, the opinions in the majority of texts and primary
sources point to the discriminatory practices of the Aboriginal
people, who may feel like it is designed against their children's
education. It feels like, from afar, they have been entrenched
into a corner of failure. I am not much comfortable with such
information since it seems to bring the memories, often dark
days of colonization. Does it help? Is it relevant? I need to
know more about the better ways in which the vast chunks of

4. knowledge brought up in this course can be applied positively
to improving Aboriginal children's education. Having peers
discuss such is much more satisfying and helps share ideas on
areas misrepresented or misreported by the different authors. An
analysis of these aspects of the children could help one design
better ways to teach the Aboriginal children in the best ways
they can relate to their own cultural experiences and
surroundings.
References
Greenwood, M., & Shawana, P. (2000). Whispered Gently
through Time. First Nations Quality Child Care: A National
Study.
Haldane, S., Lafond, G., & Krause, C. (2012). Nurturing the
learning spirit of First Nation students: The report of the
national panel on First Nation elementary and secondary
education for students on reserve. National Panel on First
Nation Elementary and Secondary Education for Students on
Reserve.
Nguyen, M. (2011). Closing the education gap: A case for
aboriginal early childhood education in canada, A look at the
aboriginal headstart program. Canadian Journal of
Education/Revue canadienne de l'éducation, 34(3), 229-248.
Nick T, Canada, C Wade, A & Hill , C(n.d) Domination
Deficiency and Psychotherapy
Wenger-Nabigon, A. (2010). The Cree medicine wheel as an
organizing paradigm of theories of human development.
Please comment, critique, and help three of your peer's
assignments. So that all students have three peers commenting
on their work, make sure only to comment on students that don't
have three other people giving them

5. Feedforward. Now, comment on (1) what was effective
and (2) what improvements you suggest according to the
guidelines. I would like you to really help each other. Be
honest. Be critical. Be respectful. Use Feedforward. Your
comments for this should be at least four sentences per person.
Step 1: Why use Feedforward? We want to create long-lasting
and positive change.
Step 2: What is Feedforward? Feedback is based on the past, it's
judgmental, evaluative, focuses on ratings, and acts as a
window. Feedforward is based on the future, development,
focus on people and process, change, and acts as a mirror.
Step 3: How to use Feedforward? We use phrases that
emphasize depth, understanding, ownership, and growth.
Examples include:
Opening “What are your thoughts about (this question, your
example, this sentence, etc.)?”
Clarification or Description “I notice this answer focuses on
_______. Show me where the prompt asks for this?” “Can you
explain this in a different way?”
Probing “I wonder why...” “What was the purpose of this
paragraph?” “Please explain to me how you came up with this?”
“Walk me through your process for this answer?”
Suggestive “What if you decided to do this?” “How might this
work if you try this?” “Almost. Try that again.” “What other
options are there?” “I like that you did x, and in the future
could you try y?”
Some examples:
Hi classmate, I really like that you open your essay with an

6. interesting, attention getting question. There is a solid
connection to Elliot’s experiment and how who we think we
could be in the future affects our actions now. How do you
think it would work if you began, Can the future influence the
present? I wonder if you could then create a sentence here about
how our videos and readings reinforced this powerful topic?
You make a strong statement that “children are the most
impressionable people and the ones most affected by
expectations adults have of them. Then you reinforce that well
and connect it to the prompt with your observation about the
meaning behind Jane Elliot’s “blue eyes, brown eyes’ social
experiment. How might the ending of your essay work if you
looped back to your first BIG idea. What if you considered
ending with a question focused on America and who we want to
be in the future. Do you think that might tie into the beginning
where you talk about how what we think we can be in the future
affects our actions now?
Hi classmate, one piece that was effective in your writing was
your second to last paragraph. You start by asking the audience
a rhetorical question. Then you answer the question with a call
to action. Your call to action was very inspiring and motivated
me, as an audience member, to make a change in my
community. Your paragraph inspires and moves the audience in
a positive way. An improvement I suggest would be combining
your conclusion sentence and your second to last paragraph. As
a suggestion, the conclusion is too small as a paragraph, so to
make your conclusion even better, I recommend adding it to the
second to last paragraph. Overall, you have an amazing essay!
Hello classmate, your introduction paragraph is very clear in
addressing the topic of the division between colored people and
white people. The transitions are clear to understand and I’m
easily able to read through the sources in this essay. The
introduction idea is traced back in the concluding paragraph. I

7. suggest the phrase “From my perspective” in the introduction
paragraph be replaced or removed with some other phrase
because this entire essay is in your opinion. In the introduction
paragraph, the phrase “In the video,
A Class Divided, a teacher…” the teacher’s name
should be written as the reader may not remember who you are
referring to. I found the 5th paragraph in your essay to be a bit
confusing because I’m unsure of what its purpose is within the
essay. I’m assuming that your answer is utilizing art to help
solve the issue of racism. Is Marin Luther King Jr.’s source
mentioned as a form of transition to help the reader more easily
understand your solution to racism?
Classmate 1:
As Americans we inherently live in a mixed race, mixed
ethnicity society where racial prejudices and oppression runs
through our history and still effects all of us to this day. This
situation has lead to a very unique view on the fight for true
equality and what it means. The most prolific figure in the
American Civil Rights Movement is Martin Luther King Jr.
who's ideology of mutual understanding and love towards
community was a fueling fire in the movement for equality.
King believed in a society built on Agape, which is love "not
referring to some sentimental emotion", but instead
"understanding, redeeming goodwill for all [sic] men". This,
however, was not the only ideology in the global intellectual
civil rights movement that was happening around the world at
his time. Prolific figures such as Frantz Fanon, and Malcolm X
both followed a less compromising, more revolutionary, and
white-critical ideology that pressed against the notions of
integrating with and proliferating oppressive systems. For
example, Frantz Fanon saw the systemic and violent physical
oppression of Africans by the colonial elite across the

8. continents, and strongly rejected the idea of compromising and
thus integrating and perpetuating the colonial system. Malcolm
X shared many of these beliefs in America in direct opposition
to King's more multiracial collective effort towards equality
view. Both of these viewpoints add a lot of value to the political
philosophies of the time, and to the growing question of how we
can move forward in a post-imperialist world. America is a
multiracial multiethnic society however, so the philosophy that
works here will be inherently different from the struggles faced
by those oppressed in colonial regimes in Africa, or other
oppressed groups around the world. As Tim Wise went over in
his keynote speech, misunderstanding only begets more
misunderstanding. Additionally, as we can see from Jane
Elliot's education experiments, teaching is a huge factor in the
fight for equality, and can bridge the gap of misunderstanding,
and systemic prejudice. For a multiracial multiethnic society,
perhaps the best approach is a multiracial multiethnic one, as
King envisioned, with a emphasis on dialogue and
communication while never losing an inch of ground in what
you believe that you are owed as a human right. Of course there
is still flaws in this approach, and as society changes with time
new thoughts and ideas will have to be brought up to fit, but I
believe that the Agape vision is something we should genuinely
strive for in America, not assimilation or division, but
understanding and a mutual love for people despite their
background, social standing, or origin.
5-7 sentences FEEDFORWARD:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_________
Classmate 2:

9. “That institutional discrimination is a vehicle through which
past discrimination has contemporary consequences; that minor
forms of everyday interpersonal discrimination can be highly
consequential; and that whether actors perceive they have
experienced discrimination deserves attention in its own right.”
(Small, Mario L., and Devah Pager. 2020. "Sociological
Perspectives on Racial Discrimination." Journal of Economic
Perspectives, 34 (2): 49-67.)
The quote shown above is a brief made by sociologists that talks
about the study of institutionalized racism and its effects in
sociology and economics. More specifically, it describes how
some employers decide on prospective employees based on past
experiences of prejudice. This mental barrier plaguing many
white Americans, and the most common distinction seen in the
short videos and documentaries about race relationships in the
United States is that for the most part, reparations don’t seem to
positively affect the lives of repressed people as much as the
introspection of the privileged and the fundamental changes in
the way they think and act that comes along with it.
Deeply rooted in our minds from since we learn how to read,
write, and speak, we as humans start to mold subconscious
biases from our surroundings that cannot logically be explained
by us with a simple thought. As to how these preconceptions
form, it is shown in detail through the watch of A Class
Divided, where Jane Elliot, a 3rd grade teacher and large figure
in anti-racism conducts an experiment on students and adults to
simulate racial segregation. The experiment revolves around
excluding people into a ‘bad’ and ‘good’ group based on eye
color. More unbelievable than the academic and emotional
results from the children were the long-term effects that it had
on them as they grew older. As seen later in the video, the new-
found perspective of being in an oppressed minority had stuck
with them into adulthood, which might have differed drastically
if they were to not have had Elliot as their teacher considering
the time period and area in which they were taught.
From this experiment arises a question, if those 3rd graders can

10. change their attitudes towards race and privilege so easily, then
why can’t everybody? And the answer to that resides in the fact
that children’s minds are very malleable.
An obvious solution to this problem might be to have more
education on this subject in schools, but that doesn’t remediate
a large percentage of the older population who have been
subjected to this matter for their entire lives.
To confront this issue, Elliot conducted the same experiment on
adults but with a much more aggressive attitude. Some white
participants were very agitated, but that was to be expected
when they have lived their whole lives under a racially
predatory environment.
A more effective solution to this can be seen in ‘agape’, a form
of love heavily embedded in Martin Luther King Jr.’s work
which is described as the deep care for one’s community and
people. Although a more extreme example of agape, author Joy
DeGruy’s account of a racial profiling incident at a supermarket
exemplifies the effect that an act of human decency can have on
surrounding people. Just DeGruy’s sister-in-law’s willingness to
approach the misdeed very well may have changed the lives of
the people around her.
Consequently, it can be concluded that although very difficult,
privileged adults or anybody for that matter don’t innately think
in a diluted mindset where they should control their
surroundings because of an unfair advantage and can very much
change the way they think by simply forming small habits of
empathy and emotional awareness over time so that they can
live with compassion.
5-7 sentences FEEDFORWARD:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_________

11. Classmate 3:
In the United States, systematic racism and poverty still exist.
The majority of the time, judgments made on a daily basis by
people who don't even consider themselves racists can be
characterized as systemic racism. People of color find it more
difficult to participate in society and the economy when racism
is institutionalized. People of different races must be shown to
cohabit and thrive in varied communities in order to minimize
or remove systemic racism.
Even with a black president, racism and favoritism of white
Americans persist throughout society. Black households had 20
times the median wealth of white families. The likelihood of
pupils of color attending schools with just black and brown
classmates is 70% higher. College-educated compared to white
students, black students are twice as likely to be jobless. Black
persons with no criminal history are less likely to receive
callbacks for employment than white people with criminal
histories. I feel like being white is more advantageous than
being black in this community. In the eyes of the media, white
criminals are just criminals, but black criminals are given more
attention due to their race, particularly when dealing with white
victims. The media appears to attract more viewers for tales that
elicit strong emotions, and Americans are already becoming
sick of the media tactic of criminalizing black people.
How exactly do we address this problem? Politicians, religious
authorities, community leaders, and everyday people have all
dealt with it, yet racist concerns still exist. First, we must
acknowledge that racism is a genuine issue and a psycho-social
one. However, racists often behave like alcoholics. We may
discuss racial issues without worrying about being completely
and publically exposed as racists. We may discuss this subject
in college with professors, friends, or parents as an excellent
illustration. This remedy may aid in reducing racism. In
addition, people are too afraid to speak up about the issue of
racism. Being privileged in life necessitates introspective

12. consideration of the possibilities at us and how we might use
them to improve the lives of others who are less fortunate. I
have the opportunity to inspire friends about racial prejudice
nationwide and offer them hope that better times are on the
way. Being of a minority race makes it difficult because people
assume I support racial equality because it will benefit me
financially rather than because it is a pressing issue in the
nation. Lastly, it seems like people took the colorblindness
problem too lightly. Many people dismiss racism and think that
the issue is only overexposed. Because of this misinformation,
racism has become a greater issue in America, yet many
individuals who want a colorblind society do not recognize its
impacts or think it even exists. This is likely a result of the fact
that they have never personally encountered racism or heard of
friends or family members who have had to deal with
discrimination or racist remarks.
So, in my opinion, systematic racism is hurting the country that
our founding fathers fought so hard to build. I am pleased that
after George Floyd's passing, people from all around the world
demonstrated and protested against institutional racism. In order
to battle against the institutional racism that is certain to slowly
but definitely destroy our wonderful nation, structural racism
must be addressed, and white supremacists who believe they are
a superior race must be brought to justice.
5-7 sentences FEEDFORWARD:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_________
· Carriere, J. (2011). You Should Know That I Trust You.
Cultural Planning. Aboriginal Children and Adoption Phase 3 to

13. the BC Ministry of Children and Family Development.
http://icwrn.uvic.ca/wp-content/uploads/2013/09/You-
Should-Know-that-I-Trust-You-Phase3-March-30-Edits-
copy.pdf
· Richardson, C. & Seaborn, D. (2009).
Beyond Audacity and Aplomb: Understanding the Métis
in Social Work Practice. In R. Sinclair, M. Hart, G. Bruyere,
[Eds]. Wichitowin: Aboriginal Social Work in Canada.
Winnipeg: Fernwood Publishing.
· Brant, C. (1990).
Native Ethics and Rules of Behaviour.
Canadian Journal of Psychiatry, 35 pp. 534-539.
Handbook of Best Practices in Aboriginal Early Childhood
Programs, 2008 pp. 6-10
https://www.acc-society.bc.ca/resource/handbook-of-best-
practices-in-aboriginal-early-childhood-programs-2008/
· Gonzalez-Mena, J. (2004). What Can An Orphanage Teach Us:
Lessons from Budapest. Beyond the Web.
http://www.naeyc.org/files/yc/file/200409/Gonzalez.pdf
· Primary caregiving: A way of being.
https://www.researchgate.net/publication/265012267_Primary_
Caregiving_a_way_of_being
· Bunn, A. (2011). Signs of Safety in England: An NSPCC
Commissioned report on the Signs of Safety model in Child
Protection. pp. 30 – 33.
http://www.nspcc.org.uk/Inform/research/findings/signs-of-
safety-pdf_wdf94939.pdf
· The Peckham Experiment

14. http://vimeo.com/28216106
· Ball, J. (2010). Centring Community Services Around Early
Childhood Care and Development: Promising Practices in
Indigenous Communities in Canada.
· Native Women’s Association of Canada. (2010). Best
Practices in ECD/ELCD.
http://www.nwac.ca/files/reports/ECD%20Best%20Practices%2
0Booklet%202010%20EN%20final.pdf
· Little Drum Consulting (2009).Creating Pathways: An
Aboriginal Early Years Five Year Strategic Plan.
·
https://www.afn.ca/uploads/files/education2/creating_pathways-
aboriginal_early_years,_little_drum_consulting,_2009.pdf
· Goodway, David (2007). Anarchism and the welfare state: the
Peckham Health Centre.
https://www.historyandpolicy.org/policy-
papers/papers/anarchism-and-the-welfare-state-the-peckham-
health-centre
Please write journals in a Word document using APA format.
Write 3-4 pages (i.e., double spaced plus title page and
references). You may wish to talk about your 'learning edge' or
the point at which you become less comfortable with the idea of
working with Indigenous children and communities. What do
you know and what do you want to learn?
Journals allow the instructor to witness the learning and thought
process of each student. Some of the course materials and
historical information may be difficult to process and students
may need support and instructor feedback from time to time.
personal journals documenting their learning. In addition,
students are encouraged to document the struggles, interests,

15. curiosities and other ideas experienced throughout the course.
Journal writings should document the student’s learning, areas
of struggle, challenges, interests and/or passions. You may want
to consider including personal reactions or responses to some of
the course content. Considering the following questions:
· What wholistic reactions do you experience emotionally,
physically, spiritually (ties to family), and mentally?
· What helps you to explore these topics in greater depth and
integrate the material into your existing ways of knowing?
When beginning the course, it may be helpful to acknowledge
“your working edge”. A “working edge” is the point where you
become less comfortable with your knowledge of working with
Indigenous families in an early childhood educational context.
When you identify your working edge, ask yourself the
following questions:
· What areas would you like to or do you need to know more
about with regards to Indigenous ways of knowing?
· Who or what could support you in knowledge transformation?