Category: ECS 210

At the beginning of the reading, Leroy Little Bear (2000) states that colonialism “tries to maintain a singular social order by means of force and law, suppressing the diversity of human worldviews. … Typically, this proposition creates oppression and discrimination” (p. 77). Think back on your experiences of the teaching and learning of mathematics —Continue reading “Mathmatics in Schools”

a) How has your upbringing/schooling shaped how you “read the world?” What biases and lenses do you bring to the classroom? How might we unlearn / work against these biases? My upbringing and schooling was really well done when I went to school. I had one specific teacher that made it her personal duty forContinue reading “Against Common Sense”

Part 1) According to the Levin article, how are school curricula developed and implemented? What new information/perspectives does this reading provide about the development and implementation of school curriculum? Is there anything that surprises you or maybe that concerns you? In the article “Curriculum Policy and the Politics of what Should Be Learned in Schools”Continue reading “CURRICULUM POLICY AND THE POLITICS OF WHAT SHOULD BE LEARNED IN SCHOOLS”

In my personal beliefs it is extremely important that we teach treaty education in our schools. Students need to be taught about it and see things from a different perspective and from another lens. Students need to learn about treaty education because if they do not they will not be able to understand why itContinue reading “We are all treaty people”

List some of the ways that you see reinhabitation and decolonization happening throughout the narrative. How might you adapt these ideas / consider place in your own subject areas and teaching? In the article “Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing” by authors Jean-Paul Restoule, Sheila Gruner, and Edmund Metatawabin discussContinue reading “Learning from Place”

What does it mean to be a “good” student according to the commonsense? In commonsense to be a “good” student is to follow along in class and to have a good behavior. Behavior is a major focus in schools but there a reasons for students acting out. It can be from a variety of thingsContinue reading “PREPARING TEACHERS FOR CRISIS: WHAT IT MEANS TO BE A STUDENT”

  In the article “Deal with It We Must: Education, Social Justice, and the Curriculum of Hip Hop Culture” by Denise Taliaferro Baszile the article discusses the use of hip hop culture in the curriculum. In the article the controversies of hip hop culture comes up as teachers have the struggle on how to approachContinue reading “Deal with It We Must: Education, Social Justice, and the Curriculum of Hip Hop Culture”

The Problem of Common Sense 1. How does Kumashiro define ‘commonsense?’ Why is it so important to pay attention to the ‘commonsense’? Common sense tells us that experiencing such things is what it means to be in school. Were we to learn that there are other ways to structure schooling, or that prevailing views ofContinue reading “The Problem of Common Sense”

The four models of curriculum described in the article. Smith, M. K. (1996, 2000) 1. Curriculum as a body of knowledge to be transmitted. 2. Curriculum as an attempt to achieve certain ends in students – product. 3. Curriculum as process. 4. Curriculum as praxis. Benefits 3. In this sense curriculum is not a physicalContinue reading “Smith – Curriculum Theory and Practice Readers Response”