Passion Project


I really wanted my passion project to pertain to the area of work I am investing my time on the weekends. Recently I had got offered the opportunity to work for both of these programs along with another program called Oakdale from the YWCA. I was hoping with this new job I could do some research both to better understand the population of people that will be my clients along with creating something curriculum based.

Many Questions I had burning about this topic at the beginning is that was the homelessness problem to big to end and even though with Canada’s high rates of homeless and poverty I really think us humans should have housing as a right and wanted to look more into why I had these believes and which minority groups are truly represented as these homeless groups throughout the province. When backing the statistics to the place I work I can tell you it is interesting to note 95 percent of the people attending the program I work at are Canadians Indigenous. With this truly sad statistic I wondered what the classroom truly could do to help with this problem.

Here is some information below that pertains to what I talked about in my presentation.


A Housing First Initiative

What is Homeward Bound?
Homeward Bound focuses on moving people who are chronically and episodically homeless as rapidly as possible from the street or emergency shelters into permanent housing with supports that vary according to participant needs. The supports are provided by a case management team and/or a case manager that serves as a main point of contact for the participant from assessment to follow-up.

The focus is primarily on the chronically and episodically homeless:

Chronically homeless refers to individuals, often with disabling conditions (e.g. chronic physical or mental illness, substance abuse problems), who are currently homeless and have been homeless for six months or more in the past year (i.e. have spent more than 180 nights in a shelter or place not fit for human habitation). To the extent possible, we prioritize those chronic homeless who have been homeless the longest.

Episodically homeless refers to individuals, often with disabling conditions, who are currently homeless and have experienced three or more episodes of homelessness in the past year (of note, episodes are defined as periods when a person would be in a shelter or place not fit for human habitation for a certain period, and after at least 30 days, would be back in the shelter or place).

Homeward Bound Intention
Homeward Bound seeks to end homelessness by providing timely access to permanent housing in our community. A care plan is then prepared by the participant in collaboration with Homeward Bound. The participant forms a working alliance with Homeward Bound and identifies unique treatment/outcome goals. Homeward Bound helps participants to access community health services for acute and chronic health issues. Participants are then offered assistance in pursuing these goals. These goals might include vocational training and support in establishing and re-establishing social, familial, and spiritual connections. These interventions are intended to produce housing stability, participation in treatment services, and decreases in emergency service utilization. These interventions are intended to promote community integration.

· Individual needs assessment

· Connecting and supporting participants in permanent housing

· Intensive outreach services to participants including home visits and crisis intervention

· Independent living skills development aimed at promoting community integration and improving quality of life

· Building and maintaining relationships with landlords including mediating during times of conflict

· Participant advocacy

· Set-up of initial home (furniture, household supplies, groceries etc.)

· Connection of participants to other community services

· Assistance with government applications and forms

For more information about Homeward Bound, please contact the Manager, Dave Hobden at


Curriculum Content related to this topic would be:


Examine the effects of globalization on the lives of people in Canada and in circumpolar and Pacific Rim countries.

Indicators for this outcome

(a) Identify the countries of origin of people, or of personal objects or tools (e.g., clothing, foods, friends, classmates, teachers, electronic equipment, favourite websites).
(b) Investigate the international links of a Saskatchewan business.
(c) Define globalization, and identify examples of globalization in the local community.
(d) Analyze the economic impact of globalization in relation to the effects on the environment.
(e) Articulate and interpret the main arguments for and against globalization.
(f) Conduct an inquiry to determine the effects of globalization on the local community.


























Direct Links to where I found minority information within Canada’s homeless population:


Youth Homelessness

Indigenous Homelessness

Indigenous Women


What can we as educators do?

In my own classroom I would propose a project called healthy for the homeless. Together students and I would pitch in a toonie every Friday for a shared lunch. This could be soup, cold rolls, vegetable lasagna, sushi, etc. We would make enough for the class at lunch and join with other schools in the community so the homeless within our city would have another thing they might not need to worry about on a Friday like making food. If it was okay with the school, I would allow both students to cut and teach about these vegetables’ health benefits to the homeless people as we know homelessness ties into many who are without work or never had completed their education. If not, students could make them at school and myself or another teacher could drop it off for the night’s supper after school. This would make for a great conversation with the students, they will get to understand why it is hard for someone to make goals if they are always questioning how to just survive the day. We will also talk about the rise of homelessness and where it stems from. I got this idea from the book stone soup where you could have each student represent a character in the book. The book is about one person coming along and adding one ingredient to the soup unit it tastes perfect. This could then tie to health talking about relationships giving, sharing etc.

In this class I made Cold Rolls:


Teaching identity

3 things I learned

1. Teaching is a passion! Obviously, but it made me think. You need the passion not just to teach the lecture you need the passion to be more! There is so many hats you put yourself into as a teacher! You need the passion to advocate for more for your students and to you students a better world.

2. Teaching is hard work. This is something I have been hearing a lot of, but the opposite. “Why did you become a teacher you are way smarter” I think this is a sterotype that we are handed out as if we are just there to watch the students and not teach them too!

3 Yerks discusses discourse and how she feels like a teacher when her shoes tap. For myself I feel like a teacher any time I advocate for something and anytime I exsplain my thoughts. I like using vivid examples to promote my learnings as interesting.

2 things I connected to

1. I know I have the passion because my roommate knows as much about the classes in university at I do. When I go home I practice what I learned by sharing my knowledge.

2. I connected with Yerks program! I have been saying this to so many people that the way she went to school will benefit her! I wish we could have that program here as well.

1 question I still have

teaching identity is important when are we going to be tested on our passion and skill is it only in our last year shouldn’t we get practice first?

My Identity and my False Beliefs

Respond to the following:
A. How has your upbringing/schooling shaped how you you “read the world?” What biases and lenses do you bring to the classroom? How might we unlearn / work against these biases?
B. Which “single stories” were present in your own schooling? Whose truth mattered?

“I am a young white women, one, who was raised in a stereotypical white fenced lifestyle. I grew up in a small town, had blonde hair and blue eyes. I am a cisgender, heterosexual, middle class Canadian citizen. Some would call me normal, many would call me lucky, and I know I’m privileged.” (Hackl) This is a quote I used in another class to explain my upbringings that will influence my biases and assumptions I make in the classroom. I will never be able to understand going to school hungry and have that lived experience but I can do my best to help myself be aware of it. With me being aware of my own identity I can start to think about all the biases I will have going into a class and try my best to not be stereotypical and provide the most support I can. My single story is one many white Canadians would be able to identify with, its my turn to hear the real stories of people different than me.

A belief in my life that I continue to draw on is the idea that all Africans have aids, are poor, and are skinny with big tummies. I learnt this from TV commercials and thought that is what people in Africa looked like. I remember the first time I met someone who was chocolate colored I asked “So how did you get enough money to fly here and what did your hut look like.” It is crazy to think that my entire life I made a construct on a whole continent based on a commercial. For now on it is important for me too look into what I question and not be so naive to the world around me.

In order to unlearn the negative assumptions and biases we have formed, all we have to do it be patient. It will take a long time to get rid of these biases and assumptions fully. For now, it is important we can recognize them not only once their said or acted out, but, stop them when there already in our head. Many people will be bias without recognizing it. I noticed I was able to notice my biases more once I found my teaching Identity.



With Power comes Privileged and Without Power comes the Sad Truth.

3 Things that are new to me:

  1. In the article Nourishing The Learning spirit, it said “Scientists have just begun to recognize the potential of Indigenous knowledge. This was appauling! We want to know more about the world, YET, we do not even look into the cultures that go back thousands of years. It is sad we did not start recognizing their stories and looking into this knowledge sooner. With the loss of language already in the many indigenous cultures throughout the world the sooner we start listening the better!
  2. Reconceptualists is a new word for me, a movement I have never been aware of. It is about challenging European and westernized views and supporting diversity in its fullness. I appreciate how it attends to the marginalized community  and reveals the privileges that come with power. With this reveling process maybe our students will be more critical in the traditions they want to take part in.
  3. The idea of the “good student/child”  was definitely one of the common sense ideas that I was not aware of. For myself I always thought a good student was a student who was not late, finished assignments, completed assignments well, got good marks and was willing to learn. Yet there is no such thing as a good student. How can we compare one child to the idea of a “normal child” without a complete definition of normal how can a student be exceptional. My thoughts on a good student have changed from having “good” qualities to how well a student can improve!

2 Things I have connected with

  1. Early childhood educators have been researching children’s awareness of gender racism and power. This is even true for students who attend University of Regina! The university gives all students the opportunity to push down the wall we had built up against these topics. Many of us believed until now we were not racist, sexist or privileged unless we expressed it out loud. We forgot about our thoughts, actions and choices we made and continue to make that negatively impact our identity as a diverse individual. Is this a trait that comes from learned behavior or it one that comes naturally? It is hard to study this since children around the globe younger and younger are being influenced by power how can we study it as a nature vs nurture topic when there is so many opportunities power can negatively impact our young.
  2. The mission to teach indigenous culture to all people and not just those who are indigenous is the most important thing we can do as teachers. I connected this to my ECS 210 class where we talked about how it is easy for teachers to think they can skip over the topic when there is no indigenous people in the room. It is crucial we teach all students because it is the natural culture in this country, by teaching it more people will be understanding and take initiative to see the importance in it.

1 Question I still have

  1.     Our students will probably still be going home to parents with a different outlook on treaty ed, power and indigenous culture, how can we prepare our students to challenge their parents possible negative outlooks.

We stand on the land

1. What is the purpose of teaching Treaty Ed (specifically) or First Nations, Metis, and Inuit (FNMI) Content and Perspectives (generally) where there are few or no First Nations, Metis, Inuit peoples?

The purpose of teaching this topic to students is to give value to the First Nations people’s history to remind our students that we share this land with a culture that has been hear before many of our own cultures. We study this because in order to not make the same mistakes in the future we need to hear the stories of what happened in the past. Many students and adults don’t understand the turmoil that the indigenous people went through and the domino effect they are still facing.  White privledge is a topic that should be addressed at the school to the past student  of mikes and many school where there isn’t a abundance of indigineous people that doesn’t mean there is no importance behind the lesson. Because we are all treaty people we all need to know our history and our place in it. This is the land we stand on and our duty as Canadians is to at most know what the indegenous people had to go through when we took not only there land but tried to diminish them as a culture! We will continue to do this until we understand the turmoil we brought since we still continue to be racist and still assimilate. As teachers we will all make mistakes teaching about a culture that’s not ours but we need to attempt to learn and teach it to our students.
2. What does it mean for your understanding of curriculum that “We are all treaty people”?

Impacts on Identity

3 things I found interesting

1. I think it is interesting there is research out in to find the different types of parenting styles. It’s interesting how in my mind when reading the different styles I can remember a parent from my community that is a pure example of that style.

2. Moratorium means identity crisis; suspension of choices because of struggle. I think how it’s interesting that now I have a name to call this struggle it makes it seem valuable to being aware of in my students so I can help guide them into choice that will be more successful in there future.

3. I think it’s crazy that girls already in grade 2 and 3 have experienced a time where they used rational aggression. They might just do it verbally by lashing out but this is something important to keep in mind so we can guide them to exspress there emotions in a different way.

2 things I have connected with

1. We learnt that girls tend to mature faster than boys and I connected this with the importance of recess because Maturation might be a leading factor in a child’s recessed play. The reason why I think it is detrimental it’s because when someone says they may lose their sense of imagination and instead of wanting to run around the lower playground imagining the ground is lava we usually see girl students trying to stay inside or not moving around and just socializing with friends.

2. My moms parenting was quite wishy-washy. Her parenting style was quite authoritarian. The reason I found this style wishy-washy is she never explained reasoning behind her rules. An example could be When one day u get in trouble for something and the next day u do it but u still get in trouble for not doing it right and the next day u do it right but there’s never a reward or reason that you know of to do the task.


1 thing I’m still wondering about

1. We learnt the many parenting styles but which one would be best for a child with a behaviour problem based on psychological research.


Take Action

It is very devastating to see how people treat our enviroment. Yes I used to be the one taking part in the problem but I have come to a realization that I needed to change. On Friday night when I was walking I saw so many different bushes with piles of garbage In them. I took a picture and kept walking. As I began to walk I realized how I noticed the problem and did not want to contribute to that anymore but I did not take action and go pick it up. This has been happening to me alot latley. “The process of taking up new discourses, however, is complex,  and has significant implications in education.” Like the article says sometimes you will contradict things you used to say and find new morals and discourses you want to break down.

Going on my walk today I brought some garbage bags along and cleaned up this mess. Hopefully the people that walked by and thanked us will realize how important it to is to take action in what you care about. And if you don’t care about the Earth you obviously don’t care about you life!

This will hopefully turn into a domino effect and if one of those five people who thanked us goes andcleans up too they might have 5 people notice. Even if they don’t clean up maybe they will spread the word or think twice when throwing garbage out.

The picture was a before picture from Friday when I noticed. And the after picture is from Sunday after I cleaned up the mess.

Cool Teaching Ideas


Diversity: Teach students about different backgrounds, living styles and traditions. Get colored paper and get students to draw their hour family and something that displays a tradition in their house hold. When the students finish post them on the bulletin board and make them come together in a harmonious bulletin board neighbourhood.

Fractions: Use Legos to display real fractions right in front of their eyes.

Main food groups: Have students check a list to see if their lunch box has an item from each food group. Talk to them about why each food group is important and help them recognize which food groups they are missing.

Break Game: quiet ball is a game where the students sit on the desks and pass around a ball. Students who talk, drop the ball, throw it in a foul way are out last player left wins a prize, Gets the students to still respect class volume while giving them a break from using their brain!