Mathematics and different perspectives

When I look back on my experiences learning Math in school I can’t think of a time when I thought that someone was being discriminated against within the math classroom. I went to school in a community dominated by people who thought in a European way and math was just something that was done theContinue reading “Mathematics and different perspectives”

Response: “Curriculum Policy” by Ben Levin

Levin’s article about the development of school curricula helps shed some light on the different influences that can effect the content that goes into the education system and especially how politics plays a role in the schooling process. Although, the curriculum is largely developed by people that are part of the school system and haveContinue reading “Response: “Curriculum Policy” by Ben Levin”

Treaty Education “We are all Treaty People”

The idea that teaching treaty education or indigenous perspectives is unnecessary when there are no indigenous students in a class is fundamentally incorrect and ignores the basic history of both Canada and Indigenous peoples. The reason it is necessary to teach Treaty ed. in all classrooms is because it is something that has a directContinue reading “Treaty Education “We are all Treaty People””

Response: “Learning from Place”

The research project described and the trip to the traditional lands of the Mushkegowuk shows numerous examples of rehabilitation and decolonization throughout. Simply the act of returning to a place can be a way of doing both of these things. Place is a heavy influence on culture and it does this through many means. LivingContinue reading “Response: “Learning from Place””

Reading Response: “What it Means to be a good Student” Kumashiro

According to the common sense that Kumashiro describes in the chapter, a good student is one that sits quietly, follows instructions well, does not interrupt or misbehave, and does the work they are told to do. These ideas of a good student come from societal norms that have been created and developed for a veryContinue reading “Reading Response: “What it Means to be a good Student” Kumashiro”

Critical Summary: Historical Thinking

An article that I found was “Historical Thinking and its Alleged Unnaturalness” by Jon Levisohn in the Education Philosophy and Theory Journal. The author discusses Sam Wineburg’s idea that historical thinking is the ability to recognize how the past was different than the present. He also discusses how historical thinking is not a natural understanding,Continue reading “Critical Summary: Historical Thinking”

Second Response: Smith, “Curriculum, Theory and Practice”

            The first of four models of curriculum described by Smith in the article are “Curriculum as syllabus to be transmitted.” The syllabus effectively specifies the content that is to be covered in the class. It is straight forward and avoids extra information besides to topics and important information on them. However, the syllabus form ofContinue reading “Second Response: Smith, “Curriculum, Theory and Practice””

First Reading Response: Kumashiro Article “The Problem of Common Sense”

Kumashiro defines “Common Sense” as things that everyone should know. These are things as simple as when, how, and what to eat. Other things such as where to shower vs. where to wash dishes would also seem to be common sense under Kumashiro’s original definition. However, she soon realizes that common sense is not allContinue reading “First Reading Response: Kumashiro Article “The Problem of Common Sense””

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