Author Archives: elissabueckert

How My Teaching Pedagogy Transformed After Taking ECS 210

https://www.youtube.com/watch?v=xzY0AUyW2pA&list=UU4OLLbllb4XBddzIjl2b5Ag&index=1 Well, it appears we have come to the end! What a semester! A lot has happened in the four months we have been together, and something that has changed significantly, for me, is my own personal pedagogy. This semester, I was taking ECS 210 and ECS 300 at the same time. These are two… Continue reading How My Teaching Pedagogy Transformed After Taking ECS 210 Continue reading

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Is there Citizenship in the Classroom?

I have been examining this article in a few other classes so this blog post should come quite easy. The three main types of citizen focused on in this article is the participatory citizen, the personally responsible citizen, and the justice oriented. The question here, though, is if these types of citizen education is implemented… Continue reading Is there Citizenship in the Classroom? Continue reading

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Colonialism in Mathematics

I did not see a lot of oppression in MY math classes in high school. However, what I did see, was all the white students taking the upper level pre-calculus and calculus classes, while the Indigenous students took the workplace and apprenticeship math. Which, of course, there is nothing wrong with that. In so, a… Continue reading Colonialism in Mathematics Continue reading

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An Unfortunate Email that shows the Unfortunate Events of Teaching and Schooling

This gruesome email Mike received two years ago is exactly what we are learning not to do right now. Everything we do in university ECS/education courses heavily stresses the importance of Indigenous content and Treaty Ed. Because, well, it really is important. It infuriates me that this was the reply from the cooperating teacher. How… Continue reading An Unfortunate Email that shows the Unfortunate Events of Teaching and Schooling Continue reading

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Week 5- Before and After Reading

Before Reading- how do you think that school curricula are developed? I’ve always imagined curriculum being made through a group of accredited peers: young teachers, older teachers, phDs, and the minister of education and other affiliated associates, who gather and come to decisions. The process is lengthy and these professionals must bring in elders and representatives… Continue reading Week 5- Before and After Reading Continue reading

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Who Decides Who The Good Students Are?

What does it mean to be a “good” student according to common sense? Which students are privileged by this definition of the good student? What is made impossible to see/understand/believe because of these commonsense ideas? According to Kurashimo, as previously discussed, common sense in school is following the status quo. Therefore, to be a “good… Continue reading Who Decides Who The Good Students Are? Continue reading

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Let’s Talk About It… Education and Life

I am hoping there are others that are currently following the Eminem/MGK “beef” that is going on and finds the humour in my title… Anyway: This week’s prompt is to find a quote that resonates with us and unpack that quote. We were given the following guiding questions: Think about what it makes possible and impossible… Continue reading Let’s Talk About It… Education and Life Continue reading

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The “Problem” of Common Sense

How does Kumashiro define common sense and why is it so important?   Kumashiro defines common sense as education through familiarity and personal experience; a simple, yet practical theory. Kumashiro also defines common sense as things that we have come to know as the “norm”- just typical things that typical people do every day. Why?… Continue reading The “Problem” of Common Sense Continue reading

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Week 2: The Tyler Rationale

Before this article, I did not know this even had a name. I saw and continue to see it happening around me all the time but thought nothing of it, and perhaps even that is an effect of the Tyler Rationale. Now that I am thinking about ways I have experienced the Tyler Rationale, I… Continue reading Week 2: The Tyler Rationale Continue reading

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