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Author Archives: Brennan Kowalski
Part 1) From Gale’s lecture, Little Bear’s article, and Poirier’s article, it was easy to see the ways by which Inuit mathematics challenge the Eurocentric conceptions of the purpose of mathematics. The biggest I could pull was the importance of context in Inuit math. The way they speak about numbers, and the number of words […] Continue reading
Reflecting back on my K-12 experience, my citizenship education was very strongly rooted in Westheimer and Kahne’s personally responsible conceptualization of what it means to be a good citizen. In elementary school, I remember that there was always a “virtue of the month” that we focused on developing, and at the end of the month […] Continue reading
In response to an email from an intern directed to Dr. Mike Cappello: “Treaty education can certainly be a hard a difficult topic to cover, especially when you are faced with opposition and resistance. Nonetheless, it is very important and needs to be taught. In my eyes, there are two foundational aspects to living and […] Continue reading
According to the Levin article, there are multiple groups, interests and practices at play when it comes to developing and implementing curricula. Because curricula are a matter of public policy, to a certain extent, they are intertwined with politics in both a broad sense – who gets what – and a narrow sense – specifically […] Continue reading
Often times when we talk about what makes a good student, the commonsense answer provides us with a narrow list of qualities. A good student is punctual; they complete their assignments to the best of their ability and submits them on time. A good student is well behaved; they sit quietly in their desk and […] Continue reading