Author Archives: Kathryn

What is Math?

Growing up, I did not see how my education was not entirely inclusive. As someone with white privilege from a privileged background, I didn’t always notice when my classmates weren’t represented in the curriculum or if some of the course material was discriminatory, since it didn’t seem to affect me. I now know I was […] Continue reading

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I have White Privilege, how do I address that in the classroom?

I had a very privileged upbringing, I grew up in a white, middle class household with two parents who both had reasonably-paying jobs. All of my teachers were white, most of the novels I read where written by white people (normally males), the storylines we discussed almost always featured a white, middle-class female like myself, […] Continue reading

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How Much of Curriculum is Actually About Teaching?

Curriculum is for the most part developed as a political decision and statement, and “any issue that is politically contentious can also turn into a curriculum dispute” (Levin, 15). As Levin notes, decisions that shape curriculum documents include debates on what subjects should be included and to what extent. Curriculum debates involve a lot of […] Continue reading

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We are ALL Treaty People

The treaties are at the heart of Canadian identity. Treaty Education is important and can be related to any area of subject matter in teaching. It is not just for Indigenous students! The treaties have created the country that we live in and know today as Canada. They have created the social hierarchies and injustices […] Continue reading

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What Role do Teachers have in Decolonization?

This week’s article, “Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing” by Jean-Paul Restoule, Sheila Gruner, & Edmund Metatawabin, highlighted the importance of place-based learning (and re-inhabitation) in the process of decolonization. The project that this article discusses involved connecting different generations of a community to learn about the history of their […] Continue reading

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Good vs. Bad: Is there such thing as a ‘bad’ student?

A ‘good’ student according to the commonsense is a student who comes to school ready to learn, open to learning, follows instructions well, is still and not restless, and is quiet. A ‘good’ student is willing to learn and listens to what the teacher tells them is right. Students who grew up with the same […] Continue reading

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Dis/Abled Narratives in The Classroom

For Assignment One, I chose to explore the concept of Dis/Ability and its relation to curriculum. I found it difficult to find articles from the sources/journals listed that focused on Inclusive Education, however I was able to find an article by Mark Helmsing (“Disability Plots: Curriculum, Allegory, & History”)about “the intersection of curriculum studies(what knowledge […] Continue reading

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Curriculum Theory and Practice

The four models of curriculum as described in Smith’s article, ‘”Curriculum Theory and Practice”, are as follows: curriculum as a body of knowledge to be transmitted; curriculum as an attempt to achieve certain ends in students (a product); curriculum as a process; and curriculum as praxis.  The first model, which sees curriculum as something to […] Continue reading

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The Problem With Common Sense

How does Kumashiro define ‘commonsense?’ Why is it so important to pay attention to the ‘commonsense’? Kumashiro defines ‘commonsense’ as something that we assume everyone should know, or a facet of life that we take for granted as being a given/the status quo. According to Kumashiro, it can offer a sense of content and ease […] Continue reading

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