JESSICA WIEDEMANN
Innovate | Resonate | Educate

The Lens I See Through

The Lens I See Through

I grew up on an acreage in a rural community outside Edmonton. I went to a small rural high school until half way through grade 11 when I transferred to a new school because the bullying I had been going through since grade 4 was too much and I needed a fresh start. In the two high schools that I attended in my schooling, there was not much diversity in the cultures of the students or families in the school, the teachers or the community.

Growing up in a predominately white community there was little knowledge of other cultures. I can imagine there were some rather powerful encounters for the people of other cultures coming into this community. I did not explicitly see it but that does not mean those types of interactions did not go on in my community. This perception of my community is a lens that I see it through, I did not see the injustices occurring so to me they weren’t there. My lens is not being exposed to that type of hatefulness. To a certain degree, I think that makes me a little nieve to what actually goes on in the world. I was sheltered living where I lived. My mom made sure we saw many places like Seattle, Los Angles, and New York, but I still feel like I saw the world through this sheltered lens. Since going to university I have learned a lot and have seen many different cultural groups in the three universities I have attended. Since moving to Regina and participating in a volunteer placement for another education class I have seen more range in the SES, ability, and ethnicity of people. I want to believe that these experiences are changing the lens I see the world through, but in order for that to happen, I need to stay open-minded.

Along with the place I grew up in I have a lens to what schools mean to me. Being isolated and ridiculed during the majority of my schooling has in many ways altered my lens of what relationships should be like. The way I view the social interactions between students is more serious to me because I have a personal connection to being treated badly by my peers. This lens through which I see schools is one of the biggest reasons I decided teaching is something that I want to pursue. For a long time, I didn’t believe teachers were meant to help students with their social problems becuase many of mine never did. That thought didn’t change until my grade 12 year when my favorite biology teacher reached out and gave me a place I could be when times were tough. Lunch hour was really hard for me becuase I felt very alone when I sat eating my lunch alone in the hall. I didn’t have friends to hang around and waist the 45 minutes with so it felt like an eternity. My biology teacher gave me an open door invitation to each lunch in his classroom. This pretty much saved me, I had somewhere to go and I was able to feel like I belonged at school instead of dreading it every day. The lens I will bring into the classroom is one that sees teachers as guides to students as well as being someone there to help when help is needed.

Something that creates bias is the idea of the “single story,” this is the idea that for many cultures or people from other countries there is only one story created about them as a people or the way they live in their culture. This single story is one true or untrue belief about the culture or the people of a culture and it is the only one that is perceived by others. This idea comes from a TED talk that we viewed in lecture today where an African woman told her story about her interactions with the single stories about her culture and how she lived. In my own schooling, I was told a single story about the indigenous population. Learning about the residential schools and the issues that they still went through today created a single story that indigenous people always live in poverty, have dead-end jobs, and do bad things to good people. This was not the intended story to be left in minds of students during social class in jr. high, but it was the story that was left in my mind. It didn’t help that there wasn’t any indigenous students or teachers in our school to change how that story was written. There was no struggle between who’s truth mattered more, there wasn’t anything to change the perception that we had created. This is a bias that I will bring into the classroom. I am working to change that bias and to become educated through the volunteer placement I am in.

As a future teacher I acknowledge my biases I will be bringing into the classroom and the unique lens I will be looking at it with. There is nothing without bias, as a teacher I hope to reduce the bias that I show in the classroom to give each student a fair chance no matter where they come from.

Featured Photo by Markus Spiske on Unsplash.

Jessica Wiedemann

Jessica is a student at University of Regina. Her passion for helping others and advocacy for the prevention of bullying in schools has lead her to a career in education. She is a dog lover, photographer, and a food lover.

Make sure to comment below and follow her on social media, she loves to reach out and connect with you!

Reflection: 10 Hours In

Reflection: 10 Hours In

I have been at my volunteer placement for 10 hours total. I have had 2 shifts at the clinic and I was able to be part of running a booth for SEARCH at an event that started conversations between those at the university and community organizations on the topic of volunteerism and research.

I feel a lot more comfortable with my placement compared to my first shift at the clinic. I have met some interesting people and I have been able to have very interesting conversations. For example, at my second shift at the clinic, I was put into a group with a social work mentor and other volunteers to work and come up with ideas about activities and ideas for a teen group that SEARCH is developing. This was really interesting becuase I was able to apply some of what I have learned in my classes to the development of a program for youth to educate them on things from self-concept to health to relationships. I believe it is very important for youth to be educated about these areas so they can make positive choices in their lives. I was also tasked with talking to the youth who came to the clinic that day which I enjoyed because I like hearing what teens have to say about their interests and what is important to them at their age.

Being halfway done this placement makes me feel a little sad knowing that it is going to end. I am not in Regina over the summer and I won’t be able to volunteer there during the summer months. I hope to fit in volunteering at the clinic again in the fall. I feel like I am getting to know more about different areas of Regina by doing volunteer placements. I am gaining first-hand experience working with those who did not have the same upbringing or opportunities as me. I have registered for a workshop to gain more knowledge of opioid use and overdose through the clinic. Any knowledge I gain now will shape who I am as a teacher so I want to become educated in many different areas in order help wherever I can when I am an educator. I have two more shifts at the clinic before I am done my hours and the semester is done. I am thankful for all I have learned so far and hope to keep learning more in the final hours of this placement.

Featured Photo by Clark Tibbs on Unsplash

Jessica Wiedemann

Jessica is a student at University of Regina. Her passion for helping others and advocacy for the prevention of bullying in schools has lead her to a career in education. She is a dog lover, photographer, and a food lover.

Make sure to comment below and follow her on social media, she loves to reach out and connect with you!

A Teacher’s Identity

A Teacher’s Identity

Identity is being who you are. Identity is influenced by everything around oneself and of oneself. A teacher’s identity is constructed through much of the basic parts of one’s life, personality, and where one comes from. Some examples of the basic attributes of a person that affects their identity are:

  • Ethnicity
  • Socioeconomic status (SES)
  • Gender
  • Sexuality
  • Ability
  • Religion
  • Occupation

Along with formed identities of teachers by themselves, there are ideas of what teachers are supposed to be or what they have been portrayed as. Stereotypes of teachers are often formed from media like movies, TV shows, books and the news. Some of these stereotypes are the inspiring teacher, the cool teacher, and the attractive teacher. These stereotypes that have been created have effects on teachers to be inspiring, influential, and maybe even be saviors to students. There is a pressure created to be the better of the stereotypes and not fall into the bad stereotypes. As anyone who has gone through the education system knows, almost all of these stereotypes are not true, sadly including the inspiring teacher. That is not saying there are not teachers who are inspiring, but there aren’t very many teachers who get their students to stand up and say “oh captain, my captain” outside of films. As with any other stereotypes, there are only partial truths or no truth to the assumptions made of people who seem to fit a stereotype. When I first thought about being a teacher I wondered what kind of teacher I was going to be. Would I be inspiring or just simply a regular teacher who no one remembers? As I have moved through the past two years of my teacher’s education I have come to terms with the expectations I had for myself and I have had my eyes opened to the reality of being a teacher. I wanted to be an inspiring teacher so I tried really hard to think in inspiring ways, but I had to force it and that didn’t feel right. I understand that not every student will be inspired by the things I do or say in or out of the classroom. Being an educator is going to put me in the position of being inspiring without trying or even knowing it. The teacher that inspired me to be a teacher didn’t even realize they were doing it. They took time to make me feel like I belonged and had somewhere to go if I needed it. They did it out of the goodness of their heart not to be an inspiring teacher or to receive accolades from others. I have realized the idea of being inspiring was more for my personal benefit, I wanted to feel influential and be a leader for myself. Since my first education class, I have realized that my main goal is to help students find their way in life and help them when they are unsure or are struggling. I am there for them, not for me.

Teachers’ identity is also shaped by the codes of professionalism and conduct that are put in place by the government and teaching organizations and federations like the STF. They define the ways in which a teacher conducts themselves in the professional world. This defines where a teacher’s boundaries are and what is expected of them from other teachers. This is the base of what a teacher is to do. These codes of professionalism and conduct uphold the respect that is given to teachers because as teachers they are held to a standard among other teachers.

There are both internal and external influences on the identity of a person. People focus on different parts of their identity depending on what day it is or the situation they are in. On Canada Day there is a pride in that part of my identity, or when I am asked what I am studying in school I am more than happy to tell them I am studying to be a teacher. Different situations change what part of who we are is at the surface for people to see.

What part of your identity are you most proud of today?

References

Saskatchewan Teachers Federation. https://www.stf.sk.ca/

Featured Photo by NeONBRAND on Unsplash.

Jessica Wiedemann

Jessica is a student at University of Regina. Her passion for helping others and advocacy for the prevention of bullying in schools has lead her to a career in education. She is a dog lover, photographer, and a food lover.

Make sure to comment below and follow her on social media, she loves to reach out and connect with you!

The Magic of Math

The Magic of Math

In lecture today, we had this really interesting woman come in and talk about math. I actually enjoyed math for the most part in elementary through jr. high and high school. I was good at math, mental math, algebra, and factoring. For me, it made sense because I come from a family of people who loves science, math, and computers. She spoke about the disconnect between the abilities of young children and the concepts we try to teach in schools.

She touched on a reading by Leroy Little Bear which talks about the social standard that colonialism creates which causes discrimination and oppression. Lots of this is present in the education system and the way we teach children. A personal example from my schooling is when I was in jr. high and I was in my seventh-grade math class. In elementary school, I didn’t have much exposure to multiple choice exams, lots of the evaluations were written responses. Moving into jr. high something I had to get used to was multiple choice exams becoming over half the format of my exams, and not surprisingly, I totally failed the multiple choice part and got 100% on the written part. Due to the difference in weight of each part of the exam had I still had a very low grade in the class. I had no idea what was going on, had I just lost all my math skills or was the things we were learning just too hard? Neither. I was forced to conform to the type of exam-style that was easy for teachers to grade. It is faster to feed 30 exams into a scantron machine than to grade those 30 exams if they were all written. For that entire school year, my self-esteem hit rock bottom (partly due to my being 13, but the drop in my grades also affected me).  Looking back as a university student becoming a teacher, I don’t know why my math teacher couldn’t be more accommodating. I had issues later in school in grade 12 with test anxiety where I would completely blank on math exams, which were primarily multiple choice. I wasn’t able to gain my confidence in math back until I upgraded my grades after high school and I was given exams that did have any multiple choice questions on it. I could have developed more mathematical confidence and begin changing the stereotype where everyone hates math if the teachers I had were more open to considering different ways of testing students.

Another article that was assigned for reading this week was by Louise Poirier called “Teaching Mathematics and the Inuit Community”. This article talks about a study where Inuit students in a community in Quebec were taught mathematics in their first language, Inuktitut, until the third grade then they switch to either French or English. Within the Inuktitut language, there are a few ways in which the mathematics of the Inuit challenge the mathematics ideas of Europe. The Inuit’s numbering system is very different from that of the European in that the Inuit have a base 20 numeric system why the Europeans have a base 10 numeric system. Looking at the difference int he cultures it makes sense that the Inuit people would have a base 20 numeric system. The example given by the speaker in today’s lecture was that igloos are very hot so much of the time when there are lots of people in the igloos it is too hot for things like shoes or clothes. When they would sit at the fire to keep warm, they would sit with their legs stretched out in front of them with their toes pointing up. Taking into count that their hands and feet were visible, the base 20 system makes sense. They saw all their fingers and toes and the sum added to 20. In European culture, one’s feet are most often covered, so what is left is the 10 fingers on their hands to count with. Another cultural difference between the Inuit and Europeans is that the Inuit had an oral culture, the Europeans had a written culture. The Inuit mainly relied on oral reteaching to pass on information, while the Europeans relied on the written word to pass on information. The third way that the Inuit challenged the European mathematics system is that the Inuit had three different identifiers for numbers like the number 3 depending on the context. For example, there is a separate identifier for three things inside something, three things, and groups of three. The Inuit numeric system, like much of the culture of the indigenous people, was disregarded as not making sense to the Europeans and therefore it was less valid.

I have had an up and down relationship with math, even though I change my minor from math to English, I still would love to teach a math class when I am a teacher. If I do become a math teacher, I want to take the information I was taught today and put it to good use. I hope to change at least one person’s ideas about math so there can be the start of some change in the stereotype of everyone hating math.

As a teacher would you change the way you write your exams if there were students who would do better with a different type of exam or would you encourage them to adapt to the new type of tests in your class?

Featured Photo by Dawid Małecki on Unsplash.

Jessica Wiedemann

Jessica is a student at University of Regina. Her passion for helping others and advocacy for the prevention of bullying in schools has lead her to a career in education. She is a dog lover, photographer, and a food lover.

Make sure to comment below and follow her on social media, she loves to reach out and connect with you!

Saskatchewan Teacher’s Federation

Saskatchewan Teacher’s Federation

Each province has a teachers association or federation that represents the teachers of the province in negotiations about things like health and dental plans, salary, or pension plans. In Saskatchewan, there is the Saskatchewan Teacher’s Federation (STF).

Coming from Alberta and had been in the education program at the University of Alberta for a year, I know about the Alberta Teachers Associaton (ATA) and some of what they do for teachers in Alberta. These two committees work in the same ways to support teachers as the STF. Something I had wondered coming from Alberta to get my Education Degree in Saskatchewan is if I could transfer it back to Alberta if I decide I want to teach there instead of in Saskatchewan. I thought it would be this very complicated process and I would have to jump through hoops in order to be able to teach in my home province, but it is easier than I thought. All that needs to be done is to submit my transcripts to the ATA or the teachers federation of the province I want to teach in and they decide if the classes I have taken are equivalent to the ones required to get a teachers certificate in that province. If there are more classes needed then it would take more time in order to take those classes. I was surprised at how simple it could turn out to be.

Along with supporting teachers, there are requirements of the teachers that belong to these federations to be respectful and uphold a code of conduct and professionalism. These codes are extremely important for teachers to uphold due to the seriousness of the action against a teacher who does not follow the codes. Teachers can be tried in front of their peers or worse depending on the severity of the situation. Keeping the professionalism in this profession is extremely important because teachers work directly with children and the public. Teachers are public figures no matter the size of town or city they teach in or how popular they may be in the teaching community. Being a teacher is a responsibility to be in good standing with the public, the teaching federations, and conducting oneself professionally in the classroom and in public.

These federations and associations also give teachers opportunities to progress in their teaching development, support them with access to resources to help them teach their classes as well as to give them opportunities to expand their horizons by teaching in other countries. The STF showcases the Stewart Resources Centre as a library for teachers. There are links on their website for overseas opportunities like professional development in other countries.

Teachers need a higher governing body to help them get them with keeping working conditions, salaries, and benefits they need to be the best teachers they can be. There is a need for balance between what the teaching federations do for teachers and how the teachers represent the federations and their provinces.

Featured Photo by Element5 Digital on Unsplash.

Jessica Wiedemann

Jessica is a student at University of Regina. Her passion for helping others and advocacy for the prevention of bullying in schools has lead her to a career in education. She is a dog lover, photographer, and a food lover.

Make sure to comment below and follow her on social media, she loves to reach out and connect with you!

Reflecting on the First Shift

Reflecting on the First Shift

Today, I started my volunteer placement at SEARCH in Regina. SEARCH is an acronym that stands for Student Energy in Action for Regina Community Health. It is a student-run facility that provides programming to the community of Regina. They are an “informal, drop-in clinic, which also provides healthy snacks and beverages, childcare, and a warm and safe environment” to people who need it.

For my first shift, I was in childcare with three other student volunteers. The first while of my shift was very relaxed, there had been no clients to come in that had children with them. We had been planned to bookmarks as a craft for the day. I had made a sample bookmark of my own to show the kids when they got there for something to work off of. I ended up making two bookmarks and a bracelet out of some string. The clinic was very quiet outside of a few clients enjoying their lunches and then all of a sudden, BOOM, 5 girls come through the door and come right up to me and the other students and started into the crafts. For a solid hour and a half, it was all these girls doing crafts, blowing up balloons and braiding string to make bookmarks and bracelets. It was pretty hectic because each one of the girls was doing their own thing and there was only 4 of us to help them and supervise them. After the girls left, the clinic was quiet again and there was clean up to do before the debriefing meeting.

Overall, the experience today was a very enjoyable one. I met new students, spent time with some interesting and funny children as well as to talk to others and learn more about them. I was blown away by one of the projects that went on last week, there was beading and moccasin making. Today, one of the clients was helping a student volunteer work on her project. From previous classes I have been able to take in university and personal interest in other parts of indigenous culture I was incredibly interested in the project. In talking to the client that was helping my fellow student volunteer, she explained the relaxation associated with the beading and the creating of art involved in the beading. I loved being able to get first-hand information from such an open and helpful source.

Any new experience is a chance for expanding one’s horizons and to see life from a new perspective. Going further into this placement I hope to be able to see new perspectives and be able to orientate myself better to new ways of thinking and seeing the world. I am excited for what is to come in the rest of this placement with SEARCH.

Featured Photo by William White on Unsplash.

Jessica Wiedemann

Jessica is a student at University of Regina. Her passion for helping others and advocacy for the prevention of bullying in schools has lead her to a career in education. She is a dog lover, photographer, and a food lover.

Make sure to comment below and follow her on social media, she loves to reach out and connect with you!

Hidden Curriculum and Inequality

Hidden Curriculum and Inequality

In drawing from my previous post on the Hidden Curriculum there are links to other concepts that can be made. For example, the hidden curriculum can be linked to a theory in education called the Reproduction Theory. This theory is that schools are simply reproducing the status quo, only remaking what is considered a good adult at the time. That there is no room for creativity or deviation from the norm. When I think of this idea, it hits me really hard and saddens me because I have gone through the schooling system. I don’t want to think that I was just a recreation of the status quo, that I am a carbon copy of the perfect adult today.

The link to the hidden curriculum is that the concept comes from within the hidden curriculum. With the separation and the disconnect between schools and its students, there is an atmosphere created that tells students they are only a number or just another carbon copy of their teachers and/or parents. The small things that teachers are teaching students without realizing have a huge impact on their well-being and their academic ability. Teachers may sometimes unconsciously be restricting students to what it is assumed to be their highest potential based on their race, socioeconomic status or their abilities. When this happens the impacts on students can be harmful to their self-esteem or how far they think they can go later in life. Michael Apple, a professor of Education at the University of Wisconsin, talks about the role of schools in reproducing inequalities in this article. There is a big impact of the school in the reproduction of inequalities within society. The status quo that is apparently being reproduced is inequality, bias, and prejudice.

Teachers need to realize the impact their actions have on students and the potential they have to succeed academically, economically, and socially. Taking the reproduction theory into account, who decides the status quo and who decides when it needs to change?

References

Michael Apple on Ideology in Curriculum. (n.d.). Retrieved from http://newlearningonline.com/new-learning/chapter-8/michael-apple-on-ideology-in-curriculum

Featured Photo by Adam Marcucci on Unsplash.

Jessica Wiedemann

Jessica is a student at University of Regina. Her passion for helping others and advocacy for the prevention of bullying in schools has lead her to a career in education. She is a dog lover, photographer, and a food lover.

Make sure to comment below and follow her on social media, she loves to reach out and connect with you!

Treaty Education

Treaty Education

Something I was not lucky enough to be taught in school was treaty education. During lecture today the question came up of “did any of you have treaty education in school” there was about 10% of the class whos hands went up. Being from Alberta I have been able to see the difference in the educational process between the two provinces and what the Saskatchewan curriculum emphasizes compared to the Alberta curriculum.

Treaty education is more than understanding that there were treaties signed between the first nations and the settlers coming to Canada. There is a meaning behind what a treaty means, its definition, and what it means today. The reason to teach treaty education to the children and youth of today is to give them the context of what has happened in history in regards to treaties and their meaning.

On a more general note, treaty education is important because it teaches students about the cultures of the first nations, Metis, and Inuit peoples and shows them how to appreciate it. It teaches them to be accepting and show support for causes like #orangeshirtday.

Something that was said in lecture today was “we are treaty people”. This idea brings about more than treaties being a part of our history living in Canada. Looking at where we came from in the ancestry of families who came to Canada and settled here there is a huge amount of meaning behind treaties. Treaties are what made Canada what it is today. Without the agreement to share the land between the British settlers and the indigenous peoples of the time the people that make up Canada and the cultures today would have been very different. Being “treaty people” means more than knowing about treaties, being a treaty person is respecting the treaties that were signed, respecting what those treaties meant, respecting the ceremony of making an agreement. A treaty person is honorable, accepting and supportive of others and their cultures. A treaty is a binding of two groups to make one. A treaty is a promise. Being a treaty person is to honor the agreements that were made when Canada was taking its first steps towards becoming the country it is today.

Coming from a different province and having a different upbringing in the schooling I was taught I don’t understand where the disconnect came in emphasizing this part of the curriculum. Why isn’t this taught in Alberta? Why isn’t this information mandatory to be taught and why is it just put on a shelf where we say “I don’t know how to integrate this into all the classes”? As a student and developing teacher, I want to know why I was deprived of this critical information and why my eyes were not opened to this when I was in school?

Featured Photo by Maher El Aridi on Unsplash.

Jessica Wiedemann

Jessica is a student at University of Regina. Her passion for helping others and advocacy for the prevention of bullying in schools has lead her to a career in education. She is a dog lover, photographer, and a food lover.

Make sure to comment below and follow her on social media, she loves to reach out and connect with you!

Curriculum as Place

Curriculum as Place

The article for this weeks reading, “Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing”, is a study of the Mushkegowuk ways of knowing and interactions between the youth and elders int he community. Much of this article is trying to facilitate communication between the youth and the elders to find more depth in what the land and their river mean in the Mushkegowuk culture and community.

Reinhabitation and decolonization are motifs that are reoccurring in this work. One example is the reintroducing of youth to traditional ways of knowing. With the interviews the youth had with the elders. The sharing of traditions, values, and ways of knowing gave the youth opportunities to learn and develop a better sense of community with their elders and others.

Another example would be the 10-day river trip the youth and the elders took together. This trip was for renaming and reclaiming the land and to have the youth make connections to the land and the river. This was in the interest of decolonization, to take back their culture and their traditions. The value of the land has a big impact on the traditions and the culture of the community.

The idea that culture and tradition depend on place is interesting when reflecting on my own traditions and family values. I have lived in the same house for my entire life, so for me this house is a big part of the history and traditions of my family. Taking this idea into account there is much of this idea that can be applied to the classroom. Connecting a practice or tradition to a place causes a deeper connection with that practice or tradition.

Being a budding secondary biology teacher there is already a connection to land and place within the subject with learning about environment and animals in their ecosystems, etc. Bringing in the connection to place could be making connections to student’s homes and places they love to go. The interest would be to preserve those places by caring about the environment or preserving nature and valuing the natural state of the environment.

Bringing in a connection to land into the classroom could increase the student’s connection to their own places, but how does a teacher foster the deepening of those connections to place or tradition in the classroom?

References

Restoule, J. P., Gruner, S., & Metatawabin, E. (2013). Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing. Canadian Journal of Education, 36(2), 68-86.

Featured Photo by Tim Mossholder on Unsplash.

Jessica Wiedemann

Jessica is a student at University of Regina. Her passion for helping others and advocacy for the prevention of bullying in schools has lead her to a career in education. She is a dog lover, photographer, and a food lover.

Make sure to comment below and follow her on social media, she loves to reach out and connect with you!

Hidden Curriculum and its Impact on Schools Today

Hidden Curriculum and its Impact on Schools Today

The content in classrooms taught by the teacher is from the formal curriculum. This curriculum is written down in a formal and attractive document made by the provincial or federal government. Outside of this curriculum, there is much else that is learned within the classroom. The proper way to act, how to socialize, and things like dress code and organization are part of the informal curriculum called the hidden curriculum. This can affect the development of students more than the formal curriculum. Many of the rules in schools condition students to act in ways that are consistent with social norms. There are examples of dress codes, emphasis on punctuality, hard work, and following instruction. These types of underlying teachings prepare students for the work world. So, in the interest of creating citizens, workers, and fully formed adults this works quite well, sometimes. On the other hand, if teachers are to help students find who they are and realize their true potential and where they fit in society, how well do these types of structured teachings give students the freedom to explore their options as people?

Structures like those above were not always in the educational system. There is lots of history in the Canadian education system that has influenced the schooling of today. One of the parts of history that are still involved in the educational system today is an underlying idea of the factory model of schooling. This concept is that schools are machines to make young students into a perfect copy of the ideal adult in society. The structured rules and guidelines above shape students into the ideal adult for society. Following instruction and hard work are taught to create students that are good for the working world where there is a hierarchy of workers and with a boss of a company managing the work being done.

As a developing teacher, I am forming my own opinions od how schools should run and how the curriculum should be taught. With the roots of these structures still influencing schools today, will change be able to occur in these structures and will society still be similar to today’s standards for the ideal adult or will it be chaos?

Featured Photo by Hunters Race on Unsplash.

Jessica Wiedemann

Jessica is a student at University of Regina. Her passion for helping others and advocacy for the prevention of bullying in schools has lead her to a career in education. She is a dog lover, photographer, and a food lover.

Make sure to comment below and follow her on social media, she loves to reach out and connect with you!