1. Capilano University, BR 321 Dr. Carol Rowan Tuesday May 9 - afternoon
EDUC 472 Summer 2017
Capilano University, BR 321
Dr. Carol Rowan
Tuesday May 9 - afternoon

2. Territorial Acknowledgement
I would like to begin by acknowledging that Capilano University is situated on the traditional, ancestral, unceded, territories of the Coast Salish peoples, including Tsleil – Watuth, Squamish, shishálh, Lil’Wat and Musquem Nations. I am privileged to be a visitor on these lands, and want to learn more about the ways in which the Tsleil – Watuth, Squamish, shishálh, Lil’Wat and Musquem Nations who recognize this territory as their ancestral land, would like our relationships with these lands to be lived today and in the future.

3. Agenda – May 9, 2017, afternoon
Welcome Back Reconciliation from ECEBC Greenwood on Article 30 of the UNCRC Review assignment guideline Break Signs of university’s occupation of this space…. Tomorrow

4. Reconciliation from ECEBC
How does the author interpret reconciliation? What is a key quote that positions you to draw this conclusion? How does this authors interpretation sit with your emerging understanding of the term reconciliation?

5. Article 30
Un Convention on the Rights of the Child
In those States in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practice his or her own religion, or to use his or her own language.

6. Northern children are special because they follow and learn Inuit traditions as they grow. Inuit children have their own culture that is unique.
Inuit children are special because of the food they eat. Most of the time, Inuit children eat country food like caribou meat, fish, ptarmigan and others. These foods are eaten fresh, frozen or cooked. Inuit children are often fed at odd hours, when they are hungry.
Northern children are frequently taken outdoors, which helps them adapt to the cold northern weather. Inuit children often go hunting with their families.
The Inuk child has a special family situation, meaning that adopted children know their natural parents. The adoptive parents are respected and considered the real parents of the adopted child.
Last but not least, Inuit children show they need to be loved. They need cuddling and hugs from their parents and caregivers, which in time will contribute to their behaviour and growth.
Contributed by Annie Kasudluak Alaku, in consultation with the women of Inukjuak
(Kativik Regional Government, 1990, p. 5).

7. Inuit Early Childhood Development encompasses Inuit languages, Inuit culture and ways.
Inuit children are thriving. Inuit children are emotionally secure, physically strong, intellectually stimulated and spiritually fulfilled. The needs of all children are met in culturally, developmentally and demographically appropriate ways.
Inuit families (includes parents, guardians, caregivers) are recognized and honour their important role as the child’s first teacher.
Inuit Elders provide the foundation and knowledge.
The Inuit ECD Strategy is unique. Programs and services for Inuit children are developed based on an understanding of Inuit culture, Inuit languages and Inuit ways. Programs and services must create and maintain a balance between the use of traditional and contemporary child development knowledge. (Inuit Tapiriit Kanatami, 2006, p. 4)

8. Greenwood(2016)/Article 30 of the UNCRC
How do the rights based arguments, fit into thinking about your emerging interpretation of the term reconciliation?

9. Quick Review of Assignment 2
Students are expected to fully participate in class on May 9th having read, The Early Childhood Educator (ECEBC Fall, 2016), Greenwood (2016); and then during class time watched the lecture (Simpson, 2013), and engaged in class activities and discussions. Prepare a reflection taking into consideration the following questions: How do you interpret reconciliation? What is your emerging understanding of reconciliation in relationship with early childhood practice? What are your thoughts concerning the “rights based arguments” and reconciliation in ECE practice? Arrive in class prepared to share and discuss your reflection.

10. Walk
What are the signs that indicate the universities occupation of this space? Do you see Indigenous presences?