In her book, Little Voice , Ruby Slipperjack provides readers with an in-depth analysis of specific concepts that define the teaching profession with the specific focus being on specific groups that would be considered as minorities or misfits in the learning environment (Slipperjack, 2001). The concepts that they provide create some sense of understanding on what to expect with regard to establishing clear-cut solutions to some of the challenges arising within teaching environments. The concepts have been used extensively by other authors, who seek to highlight how the use of the same would be of value towards dealing with the challenges that arise when dealing with the education of the indigenous people of aboriginals. The expectation of this paper is that it will help in identification and description of concepts, as presented by Slipperjack which are likely to apply in other articles by different authors. The discussion will seek to support the general understanding that indeed adoption of strategic teaching is important towards meeting specific outcomes.
Concepts by Slipperjack
From her perspective, Slipperjack (2001) argues that teaching is a profession that is driven by a wide array of factors, which act as a determinant of whether indeed a teacher is able to achieve positive results and outcomes. The factors play a critical role note only in defining the teaching experiences but also highlighting how teachers are expected to handle specific situations that they are likely to encounter in their profession. That means that the concepts tend to provide readers with a clear understanding of the existing changes occurring within the teaching profession with the specific focus being towards ensuring that teachers are able to match positive outcomes. The following is an analysis of the key concept, misfit in education, which has been brought out through this book.
Delegate your assignment to our experts and they will do the rest.
Misfit in Education
Slipperjack (2001) provides readers with a story of an eleven-year-old girl, Ray, who considers herself as a misfit not only within her school but also within her family. The issue in question when dealing with Ray is that since her father’s death, she has found it difficult to express her grief leading to a situation where she hardly speaks. The concept of being a misfit in the society arises from the fact that indeed the idea of misfits reflects more on the fact that people tend to view themselves as minorities. The challenge is that they experience major challenges in trying to express themselves, as the learning environments in which they are do not provide them with the learning platform that they would expect. In the case of Ray, she finds herself in a situation where she is seen as a misfit solely because of the grief that she was going through after loss of her father.
The fact that Ray experienced challenges in education means that indeed other minority groups are likely to experience the same or equal challenges in trying to establish a framework through which to maximize on their learning expectations. The issue is that the learning platform tends to remain so general to an extent where it fails to provided them with the minor needs and expectations that the minority groups would have as part of the education process. Slipperjack (2001) reflects on the story of Ray from the perspective that it seeks to suggest that indeed she was likely to find herself in an environment in which she was all alone during the time when she needed someone the most. That can be seen from the fact that she believes that her mother does not need her, as she is busy with her younger brother and sister.
The story extends to a period during which Ray was able to get a chance that would allow her to visit her grandmother in the summer. Slipperjack (2001) indicates that indeed her grandmother was able to serve as a compassionate teacher providing her with the guidance that she may want towards overcoming her grief and regaining her voice. The role of the grandmother reflects more on the fact that a teacher is not only expected teach but must also create the necessary platform through which to ensure that their students achieve some form of growth. In the case of Ray, it was clear from the fact that she was able to overcome the challenge that she was experiencing as a result of her being a misfit both in school and in her family. Additionally, this also suggests that a teacher must also have the capacity or authority that would help in empowering a student’s individual ability and capacity towards achievement of set out goals.
Address of the Concept
Hampton (1995) addresses the concept of misfit in education by reflecting on the challenges that Indians faced as part of the education system in the United States. In the chapter, it is clear that Indians faced a major issue from the fact that the education system in the country only sought to cater for the needs of the white Americans. Consequently, this meant that it did not meet the respective needs of the Indian population as part of the education system. However, Hampton (1995) builds on the understanding that indeed this created the need for having to relook at the system of education with the sole intention of creating a system that would be inclusive. The chapter seeks to highlight the fact that minority communities are far much likely to experience some form of misfit within the education system, as it does not provide them with the support that they would want to achieve positive results.
On the other hand, Donald (2009) reflects on the issue of misfits in education from the context of the Aboriginal-Canadian relations occurring within the education context in which the aboriginals’ needs are not met as part of their engagement. The aboriginals are a minority community living within Canada, who face major challenges in trying to fit into the cultural context that has been brought out by the majority, who are Canadians. The author provides readers with firsthand experience on the issues that were not addressed as part of the education system to allow for the inclusion of the aboriginals. Donald (2009) highlights the importance of having to focus on a systematic approach towards establishing overall avenues through which to maximize on the education system to help ensure that indeed all students would achieve positive outcomes. That means that embracing a viable approach to the education system would create a platform through which to enhance capacity for the Canadian education system to meet the varied needs of the aboriginals.
Miller (1996) also addresses the concept of misfits focusing on perspective of traditional education that can be associated with the indigenous people, which was able to establish an avenue for education without having to focus on modernized education. The adoption of a traditional system of education suggests that indeed the individual needs of the minority communities, who fail to fit into the modern system of education, are met effectively. Miller (1996) builds on the understanding that the traditional system of education not only sought to educate but also focused on creating a positive approach to the learning process. The ultimate result of this is that sought to create a major shift in understanding of what to expect as part of the advanced levels of connect to the social system.
Education Lessons Learned
From the engagement, it is important to take note of some of the lessons that can be learned taking into account the learning approaches and concepts that can be identified as part of both books. The first lesson learned is that education does not only reflect on a process of passing on knowledge from the teacher to the student. Instead, it also focuses on a learning approach in which teachers would be able to nurture social expectations that range from diversity to communication among others. In other words, this reflects on the position that indeed education is a continuous process that advances the levels of knowledge among the students with the sole intention of enhancing their capacities to make the society a better place for all regardless of the existing diversities.
The second lessons learned is that education is important for the students, as it plays a critical role towards boosting their overall levels of consciousness as a way of matching all possible outcomes. One of the key concepts that have been discussed in this report is consciousness, which focuses on a process through which to maximize on the generalized understanding of the meaning of diversity. The expectation of this is that students would be able to build their capacities to advance the knowledge that they gain from the learning processes adopted as part of a given learning environment. The last lesson learned is that the benefits associated with education far outweigh the challenges meaning that although educators may find themselves facing complexities, it is important for them to maintain persistence. The persistence that the educators have towards the learning process creates a situation where students are able to develop some form of confidence that boosts their knowledge base.
References
Donald, D. (2009). Forts, curriculum, and Indigenous Métissage: Imagining decolonization of Aboriginal-Canadian relations in educational contexts. First Nations Perspectives , 2 (1), 1-24.
Hampton, E. (1995). Towards a redefinition of Indian education. First Nations education in Canada: The circle unfolds , 5-46.
Miller, J. R. (1996). The three ls': the traditional education of indigenous people. In Shingwauk's Vision: A History of Native Residential Schools . Toronto, CA.: University of Toronto.
Slipperjack, R. (2001). Little voice (No. 4). New York, NY: Coteau Books.
