Week #9: Equality for Culture

Growing up, I didn’t think anything negative of my math experiences. Math was math, and I enjoyed the fact that there was always a right answer, one which I often didn’t have much difficulty finding. Due to this I liked being told how to do something, and then relaying it on paper. It was structured,Continue reading “Week #9: Equality for Culture”

Blog #8: My Personal Lenses, Biases, and Single Stories

Growing up, I lived in a good neighborhood with a great family. I went to elementary school right across the street at Marion McVeety and then to high school at Campbell Collegiate. I was very lucky to have never faced homelife issues or bullying at school. I always had food on my plate, a roofContinue reading “Blog #8: My Personal Lenses, Biases, and Single Stories”

Blog #7: Curriculum as Policy and Politics

The curriculum is largely determined by the government. Where you are, however, will change which sections of the government have a say and whether other’s opinions will be taken into consideration (like field experts, etc.). The Levin article reiterates that “curriculum decisions and choices are shaped in large measure by other considerations—ideology, personal values, issuesContinue reading “Blog #7: Curriculum as Policy and Politics”

Week 6: Treaty Ed is Here to Stay

It is imperative to teach Treaty Education to all students. According to Claire, one of the main purposes of the subject is for it to be a learning journey for everyone about what treaties are. She says that every Canadian needs to own our history and our relationships between Indigenous and non-Indigenous people in orderContinue reading “Week 6: Treaty Ed is Here to Stay”

Week 5: Exploring Place

The article “Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing” focuses on a process of demonstrating reinhabitation and decolonization by involving and participating with “community groups to promote youth, adult, and elder involvement with an audio documentary project about social, cultural and economic perspectives of the Kistachowan (Albany) River.” Throughout the documentationContinue reading “Week 5: Exploring Place”

Analyzing What is Means to be a “Good Student”

According to commonsense, a “good” student is someone who learns a specific way and whose behaviours do not stray of a “typical” student. What this means is that the student is able to learn the chosen outcomes and complete their work without causing distractions. If a student “resisted the school’s and [the teacher’s] attempts toContinue reading “Analyzing What is Means to be a “Good Student””

Week 3: Exploring ‘Life Writing’

Curriculum researchers Erika Hasebe-Ludt and Adrian McKerracher use their experience to explore the pedagogy of life writing in their article entitled “Life Writing, Literature, and Curriculum as Artful Cosmopolitan Encounters”. They explain that life writing “gives writers opportunities to examine and articulate their lived experiences in relation to their beliefs, values, and ideas” (McKerracher andContinue reading “Week 3: Exploring ‘Life Writing’”

Week 2: Curriculum Theory Practice

In the article “Curriculum Theory Practice” four types of curriculum are discussed. These four types are curriculum as a body of knowledge to be transmitted, curriculum as product, curriculum as process, and curriculum as praxis.  Curriculum as a body of knowledge to be transmitted is often replaced with the thought of a syllabus. While aContinue reading “Week 2: Curriculum Theory Practice”

Week 1: Commonsense

In the introduction to “Against Common Sense: Teaching and Learning Toward Social Justice”, Kumashiro describes common sense as a general or known and accepted way of school routines. This is usually implied and people don’t question alternate approaches; they simply do it because that is how it is done. The article points out that “commonsenseContinue reading “Week 1: Commonsense”

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