Case study

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University of Guelph *

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Medicine

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Apr 3, 2024

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Case study #3  Identify the Dilemma: Having the two educator in the kindergarten classroom having a reading tent raise a lot of concerns regarding is it appropriate to have this set up. For the catholic community they believe that the tent is representing their God of belief. For indigenous culture(Ojibwa, Innu (Montagnais-Naskapi), Cree, Penobscot and Abenaki), there is two meaning of a tent. The first meaning is call shaking tent. The Shaking Tent would set up his or her tent and enter it after dark. Singing and drumming called the shaman's spirit aids, whose entrance was signalled by animal sounds and a trembling tent. These spirit aids were utilized for both curative and anti- sorcery. (Gadacz, 2006). The second is called a Tipi (Teepee). A cone-shaped shelter usually composed of wooden poles and covers woven from bison skins. Tipis were crucial to the Indigenous peoples of the Plains because they journeyed frequently to hunt, join social events (such as Sun Dances), or collect winter shelter. (Gadacz, 2012). I realize that there are many options for a reading time on Pinterest and Instagram that might lead to instructors having that arrangement, but there was some miscommunication in frustrating that led to this because it was somehow disrespectful to indigenous culture and what it means.  What was your initial reaction to the case study? After reading this case, I saw that Peter and Hard Jolts' objective was to create an environment in which students might feel more encouraged to take up leadership in reading while also feeling comfortable while reading. However, I wish they had done more research before jumping to that inclusion because by doing so, we can see the meaning of the shaking tent or the Teepee and understand the full extent of it, as opposed to doing this and inhabiting to understand where we could potentially affect a community.  Various perspectives of those involved in the case study. Peter and Harjot: We saw two educators striving to create an inclusive atmosphere and provide children with reading opportunities, and they seemed to feel more motivated to read, however in this situation, we felt upset, angry, and confused about dismantling the tent. The Aboriginal Program Coordinator: Having an indigenous and aboriginal coordinator come in to speak about the time of night, an indigenous teacher may help students comprehend the significance of a tent while also enabling cultural appreciation to be displayed in the classroom. Principal: Having a talk with the aboriginal program coordinator has allowed me to follow the tight criteria for cultural appropriation while still demonstrating respect to these communities.  Professionals' legal responsibilities

Standard I Caring and Responsive Relationship: Recognize that families play a crucial role in children's growth and well-being. Children are best understood within their families, cultures, and communities. (CECE, 2017, Pg. 29). Standard IV Professionalism and leadership: Collaborate with family, colleagues, community partners, and other professionals to gain resources and knowledge. They promote community relationships for the benefit of children and families. (CECE, 2017, Pg.15)  Personal values As an educator, I believe my personal values include always respecting different cultures and incorporating them into me and my students' learning, as well as promoting inclusivity so that everyone feels valued for who they are and what they believe. For me, culture is an important part of my values because I never want any family to be stereotyped, disrespected, or feel unwelcome, but I also don't want them to feel like I'm disrespecting their culture. I always want to have an open conversation with everyone, bringing them in and working with them so that we can prevent these future issues by allowing them to have a conversation about feedback that both myself as an educator and Prince can do next.  Various perspectives of the dilemma, your legal responsibilities, your personal values RECEs offer high-quality early childhood programs and services to benefit children and families. They engage with community partners to improve programs and integrate services. RECEs promote the importance of early childhood education in their communities and to the general public. (CECE, 2017, pg.7). For me, I would hold an open discourse with communities, families, and other educators to enable the misunderstanding to occur and take on the duty of apologizing for any harm. I would work with the community and attend community workshops to gain a better understanding, as well as collaborate with the indigenous and aboriginal communities to provide a curriculum based on weather culture, but with guidelines that respect everyone's culture and beliefs. Reference: Code of Ethics and Standards of Practice (2017, July). www.college- ece.ca. https://www.college-ece.ca/en/Documents/Code_and_Standards_2017.pdf Gadacz, R. (2006, February 7). Shaking tent . The Canadian Encyclopedia. https://www.thecanadianencyclopedia.ca/en/article/shaking-tent Gadacz, R. (2016, April 2). Tipi . The Canadian Encyclopedia. https://www.thecanadianencyclopedia.ca/en/article/tipi

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