Write A Journal Reflection After You Read An Article That I Will

Write A Journal Reflection After You Read An Article That I Will Write A Journal Reflection After You Read An Article That I Will Upload. (The Course Topic Is – Book Report/Review Example Building on Reflective Practice: Becoming ‘real’ Aboriginal teachers Becoming ‘real’ Aboriginal teachers: attending to intergenerationalnarrative reverberations and responsibilitiesThe article written by Young, et al. (2010) proffered issues pertinent to the narrated stories on the experiences of six Aboriginal teachers: Brenda, Mary, Jennifer, Jerri-Lynn, Khea, Lucy and Lulu as they pursued higher education in Canada and delved into research work. The intergenerational narrative reverberations were used intermittently throughout the discourse to manifest stories told of each teacher’s experiences that remain part of the cultural, historical, social events that shaped their personal and professional development. The remarkable comments noteworthy of the author’s contentions were the discriminations felt by the teachers against White people. One teacher’s perception of prejudice encompassed being discriminated likewise by their own people as the teachers were classified as ‘not fitting’ in any world, further rendering their own respective families as ‘not normal’. More profoundly revealed were the perceived inequality in terms of having no permanent contracts given to Aboriginal teachers; no allocated classroom space; stereotyping schools that encourage the participation and attendance o Aboriginal students and teachers as ‘not as strong’, ‘not as good’, or ‘not as qualified’. Through their stories, as revealed through their points of views and narrated professionally through their perspectives, the aim was to reveal the continued experience of â€Å"being excluded or silenced by dominant historical, institutional and social narratives positioning them as not ‘real’ teachers† (Young, et al., June 2010, p. 288).The authors effectively relayed oppression continued to be imposed by society, specifically coming from a sector (the academ e) that is expected to possess the knowledge and understanding of according equality in instructions and treatment. Through the points of views of Aboriginal teachers who, despite these challenges and odds, remained determined and persistent to improve their craft and hone their personal and professional skills, their stories now become part of the education’s history acknowledging the responsibilities of the academic community to recognize the need to change for the better.ReferenceYoung, M., Chester, J.-L., Flett, B. M., Joe, L., Marshall, L., Moore, D., et al. (June 2010). Becoming real Aboriginal teachers: attending to intergenerational narrative reverberations and responsibilities. Teachers and Teaching: theory and practice , Volume 16, Number 3, 285-305.