In this course, I have learned about several key theories that support inclusive practices in education. These theories are designed to ensure that all students, including Indigenous learners, have the support they need to succeed.
Unit 1: Inclusiveness Theory focuses on both theoretical and practical aspects of inclusiveness. The theoretical part helps us understand why inclusiveness is important in education, while the practical part teaches us how to create inclusive environments that support all students.
In the forums for this unit, I got to talk about the idea of inclusiveness and hear how other students apply it in their classrooms. It helped me see how inclusiveness can look different in different schools and gave me ideas for how I can use these ideas in my own teaching. The conversations made me think more deeply about how to make inclusiveness work both in theory and in practice.
Unit 2: Leadership Theory explores leadership in education. The main idea here is that leadership is not just about titles but about fostering an environment that supports growth and adapts to change. Leaders who recognize and promote Indigenous values and perspectives help create schools where healing and reconciliation can happen. This is important because Indigenous learners have a unique cultural context influenced by both traditional and modern values (Kwantes & Stonefish, 2019). In my course, I have learned that effective leaders are those who prioritize others' needs and support them in growing and adapting.
The forums for this unit were really useful because they let me discuss leadership theories with other students who had different views. Talking about Servant and Transformative Leadership helped me understand how these ideas can support Indigenous education. Hearing from other students who work in different schools showed me how leaders can help make schools more inclusive and support healing. The forums made me think more about how leaders can play a role in helping students and staff grow and adapt.
Unit 3: Design & Application focuses on how to apply inclusive practices in the classroom. This includes understanding legal perspectives and designing practical solutions that support all learners. Case studies of learners help us see how inclusiveness works in real situations.
In the forums for this unit, we focused on how to put inclusive practices into action, including legal issues and real-life examples. This was really useful because it helped me see how to connect the ideas we learned earlier to real situations in the classroom. By talking with others about their own experiences, I picked up some useful tips that I can use in my teaching. The forums also gave me a place to ask questions and get answers, which helped me feel more confident about using these ideas in my classroom.
Overall Benefits of the Discussion Forums
Each week, the forums helped me think more deeply about the material and gave me a chance to interact with my peers. By discussing the different theories and ideas, I learned a lot from their experiences and was able to refine my own thinking. The forums also made me think about how I can use these ideas in different settings, not just my own classroom. They provided a space where I could reflect on what I was learning and gain new insights, making them an important part of the course.
Course Reflections: This course has helped me change how I think about leadership and inclusiveness in the classroom. I now understand how leadership theories like Servant and Transformative Leadership can be applied to create more inclusive learning environments. These theories emphasize equality, social justice, and community well-being, which are particularly important in Indigenous education in Canada. These theories promote practices that support all students, especially those from diverse backgrounds.
Impact on My Teaching: The course has influenced how I approach teaching inclusiveness. I now see the importance of integrating Indigenous values and perspectives into my lessons and leadership practices. By recognizing the unique cultural contexts of First Nations students, I can better support their learning and growth. Additionally, I now understand that inclusive leadership is not just about having a title; it's about creating a supportive and adaptable environment that meets the needs of all
Kwantes, C. T., & Stonefish, T. (2019). Discovering the meaning of leadership: A Canadian First Nations exploration. Journal of Aboriginal Economic Development, 11(2), 72–86. https://doi.org/10.54056/dagm6324