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This is a sample of an APA text:

Running head: ABORIGINAL EDUCATION 1

Aboriginal Education
Name
Institutional Affiliation

Aboriginal Education

ABORIGINAL EDUCATION 2
As an aboriginal person from the northwest territories, my exposure to aboriginal
education has offered an additional understanding of the aboriginal people. Essentially, coming
from the northwest territories exposed me to various experiences and contents concerning the
aboriginal people and their lifestyle. As one of them, I understand the tribulations that the
aboriginal people have undergone and the various challenges that the population undergone in
the face of early colonialists. Immersed in a society where race and cultural background matters,
my exposure to the additional materials that I have learned will make me an even better teacher.

Initially, even though I am part of the aboriginal population, I had no advanced skills on how I
would better my skills in teaching a wide range of students, especially those that are race
sensitive and conscious about people’s cultural backgrounds (Archibald et al., 2010).
As I have experienced before, aboriginal people in Canada have faced various challenges,
ranging from social to economic issues. Before learning this course, I was only aware of the
minimal issues that the aboriginal people faced in the society.

Some of the social issues that I
was aware that the group faced include exclusion from quality education and healthcare and the
fact that they suffered in the hands of European imperialism (James & Shadd, 2000). Through
this experience and coupled with the advanced understanding that the lectures have offered, my
teaching abilities have been taken to another higher level. I will be able to carefully evaluate all
situations for the aboriginal students and also create a friendly environment for both the
aboriginal students and other groups that form the majority.

Evidently, from the lecture materials, I have learned numerous challenges that the
aboriginal students undergo in the face of the majority of whites and other groups that make up
the Canadian population. Notably, the aboriginal people, a group of people that suffered
significant pangs from the persecution of the colonialists and the pain that was meted on them

ABORIGINAL EDUCATION 3
through the erosion of their culture, have always ignored and assumed. Details on the pangs that
they suffered remain scanty as some historical information sugarcoat the colonialists’ activities
(James & Shadd, 2000). Upon reading through the lectures, I have learned that the treaties that
the aboriginal people entered with the European colonialists were founded on the well-being of
the Canadian population. As the original inhabitants of the land, they faced forced displacement
from their own land, sufferings that have been minimally discussed and documented in the
country

It is from the tribulations that the aboriginal people were subjected to by the colonialists
that set them to a disadvantaged point, excluding them from economic stability and thereby
increasing their dependency.

My close understanding to aboriginal people has influenced my
understanding and skill in teaching as I would let all the students coexist amongst themselves
without focusing on the negativities that others faced in the past (Archibald et al., 2010). As
much as the contemporary understanding of the aboriginal people is likened to economic
problems and inability to access quality education, I would let my students understand the basis
of these problems (James & Shadd, 2000).

My interaction with various ethnic groups has
clarified that the majority of perceptions that people have concerning the first inhabitants of their
country is always prejudiced. In this case, instead of the society looking at the social and
economic challenges that the aboriginal people face from another perspective of their root cause,
the society has always concentrated on the superficial reality that they are struggling to access
better healthcare and education facilities in the society.

My experience and knowledge with the aboriginal group of people have extensively
enhanced my teaching skills and ability to teach in a multi-cultural setup. Essentially, being from
a minority group is attached to a collection of stereotypes and microaggressions (Katia et al.,

ABORIGINAL EDUCATION 4
2016). As a teacher who has learned the history of the minority groups, I will be able to create a
harmonious environment that will protect both the majority and the minority. Essentially,
reflecting on my experience and course materials, it is clear that the aboriginal group as the
minority, are likely to face discrimination and all types of contempt from other groups. For
instance, a student being puzzled at how to interact with his or her first black teacher may be an
embarrassing time for the teacher.

However, as I have experienced this before, and the fact that
the course materials expound on the challenges that are likely faced by an instructor from a
minority group, I will be able to explain to the students how lucky they are to interact with such
an instructor. From the knowledge that the course contents offer, I will be in a position to teach
the students the importance of intercultural understanding and the benefits that one gets from
peaceful coexistence with other ethnic groups (James & Shadd, 2000).

As in any working environment, stresses are a common barrier to productivity and
attainment of personal and organizational goals. Through my close interaction with the
aboriginal group and other ethnic groups, I am happy as I anticipate the challenges that almost
every aboriginal person faces out there (Archibald et al., 2010). In teaching, I anticipate students
who might be discontented for being taught by a teacher from the aboriginal group. Therefore, I
will be able to face and overcome the stereotypes that might be coined by the students in
reference to my cultural background.

At the same time, I will be able to come up with solutions
that will seek to create a common ground for all students. As I have interacted with the different
groups that make up the country’s population, and with the help of the knowledge gained in
course materials, I will be able to apply integration and cohesion skills easily among students and
staff in any racial-sensitive society across the world (Katia et al., 2016).

References

ABORIGINAL EDUCATION 5
Archibald, J., Lundy, J., Reynolds, C. & Williams, L. (2010). Accord on Indigenous Education.
Canada: Association of Canadian Deans of Education.
James, C., & Shadd, A. (2000). Talking about identity: encounters in race, ethnicity, and
language (Eds.). Between the Lines.
Katia, H., Patrick L., Claire, K., Joseph, N., Jennifer, T., Alec, C., & Ken, M. (2016). Digital
Storytelling for Historical Understanding: Treaty Education for Reconciliation. Journal
of Social Science Education, 15, No 1.