Author Archives: monsieurcampbell

ECS 210- Week 9

A) My schooling has shaped how I read the world because it has influenced my perceptions of people around me and created expectations for social attitudes as well as actions. Growing up in a city, going to Catholic school, and being in mostly advanced placement courses the French immersion program, my surroundings have been heavilyContinue reading “ECS 210- Week 9” Continue reading

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ECS 210- Week 8

  Personally, I remember a central focus on personally responsible citizenship through my K-12 school. A few examples of this are food drives organized by the school and mock elections every few years. In addition, there were some limited attempts to incorporate citizenship as participation. For example, through the optional Student Representative Council, as wellContinue reading “ECS 210- Week 8” Continue reading

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ECS 210- Week 7

Hello, Sounds like you have found yourself in a difficult situation, but I commend you for your continued attempts to promote Treaty Ed. The purpose of teaching Treaty Ed where there are few or no First Nations, Métis, Inuit (FNMI) peoples is that there is a contemporary need to provide perspectives that challenge the statusContinue reading “ECS 210- Week 7” Continue reading

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ECS 210- Week 6

Part 1: According to the Levin article, school curricula are developed by a variety of actors who are involved with the organisation, delivery, and future use of said materials. They are not limited to state actors, but also interest groups and the general public. For me, this paper does not really provide any new informationContinue reading “ECS 210- Week 6” Continue reading

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ECS 210- Week 5

There are many ways that reinhabitation and decolonization are happening throughout the narrative in the Restoule et al article. Decolonization through the use of language and passing on of traditional knowledge is central tenent, the creation of a meaningful space for inter-generational dialogue is the key to the realization of this project. Social relationality becameContinue reading “ECS 210- Week 5” Continue reading

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ECS 210- Week Four

Respond to the following prompt on your blog: What does it mean to be a “good” student according to the commonsense? 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 the commonsense, being a good student is someone who sitsContinue reading “ECS 210- Week Four” Continue reading

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Week 3- January 22nd

For assignment one the critical summary, I have chosen Charles Jupp as my author and am going to work somewhere between the topics of urban education, and race in the curriculum. Thus far, I am planning on using “Becoming Teachers of Inner-City Students: Identification Creativity and Curriculum Wisdom of Committed White Male Teachers” asContinue reading “Week 3- January 22nd” Continue reading

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Week 2- January 13th

Respond in your blog to the following writing prompt: Curriculum development from a traditionalist perspective is widely used across schools in Canada and other countries. Think about: (a) The ways in which you may have experience the Tyler rationale in your own schooling; (b) What are the major limitations of the Tyler rationale/what does itContinue reading “Week 2- January 13th” Continue reading

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Week 1- January 6th

How does Kumashiro define ‘commonsense?’ Why is it so important to pay attention to the ‘commonsense’? Continue reading

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