Truth and Reconciliation for Indigenous Canadian Children

It is part of the teacher’s professional practice to act ethically toward the indigenous Canadian children and their kin. The ethical mandate entails creating teaching programs that are inclusive for each person. The job also entails making sure that all the families are treated with a high level of dignity and a sense of belonging. It also shows that as an educator, you have good knowledge and awareness of the indigenous people’s history and culture and therefore creates greater bonding. Upon graduation, as an ECE, it is critical to keep in mind the need to respect and be responsive to the history and culture of the indigenous people. Furthermore, it is ethical to practice and advocate for the full implementation of the measures outlined in CAT 62. Specific ways of showing ethical concern for the indigenous Canadians include:

Respect and Partnerships

CAT 62 provides a way of working in close collaboration with the indigenous children as a sign of respect. The association will be critical in fostering partnerships that will ensure that each person is sufficiently engaged in fostering a learning unity. It is also important to show concern for the indigenous children’s feelings and emotions. In the field of childcare, respect is critical in the development of social and emotional competence. It is also a tool for constructing self-regulation and supervisory function besides instancing the capabilities that foster a lasting and strong development.

Trust and Pedagogy

Trust is earned by showing concern when necessary and maintaining the same regardless of the situation. Otherwise, trust that has been built over a long period of time can be broken instantly. Therefore, it is critical that the government continues to show concern and care for the indigenous people by transforming the education system. The system should defeat any bias imposed towards the disadvantage of learning the indigenous children. Any form of harassment and discrimination should be challenged at every step to foster epistemological relationships in the education system. Therefore, responsive pedagogy is mandatory for reconciliation to be realized. Critical pedagogy entails the modified stories about the past and current biases and forces non-Indigenous Canadians to evaluate their place within the system. The pedagogical approach also concerns being truthful at all times and observing the right thing to do. It alters national histories in a style that openly classifies historical and present-day discriminations and forces non-Indigenous Canadians to think through their place within the systems.

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