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Category Archives: Reading Response
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 ECS210 Reading Response #8: Curriculum as Literacy → Continue reading
1. 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? I grew up in a big city. In my elementary school and my middle school, I needed to compete with other students and get high … Continue reading ECS210 Reading Response #7: Seeing the World from Two Perspectives → Continue reading
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? According to Levin’s article Curriculum Policy and The Politics of What Should Be Learned in Schools, he … Continue reading Reading Response #6 Curriculum Policy and Treaty Education → Continue reading
The four models of curriculum described are curriculum as a body of knowledge to be transmitted, curriculum as an attempt to achieve certain ends in student-product, curriculum as process, curriculum as praxis. In the model of curriculum as a body of knowledge to be transmitted, the benefit of it is……, the drawback of it is … Continue reading Reading Response 2: Curriculum Theory Practice → Continue reading
In the article, Kumashiro mentioned that “common sense does not tell us that this is what school could be doing; it tells us that this and only this is what schools should be doing” (page35). Kumashiro defines common sense as the actions or thoughts which people should do or think of at a certain … Continue reading Reading Response 1 → Continue reading