Author Archives: Brianna Rose Gelowitz

A Lesson Beyond Mathematics

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 an… Continue reading

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ECS 210 – Brianna Rose Gelowitz 2019-11-18 21:50:11

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? Which “single stories” were present in your own schooling? Whose truth mattered? … Continue reading

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Politicalization of the Development and Implementation of Curriculum

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 the school curriculum? Is there anything that surprises … Continue reading

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Treaty Education: Why Do We Need It?

To be brutally honest, in my high school education I do not remember learning any Treaty Education outside of what I was taught in online Natives Studies 30. From the initial Treaty Education outcomes coming into effect in 2007 until my high school gra… Continue reading

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Learning about the Past to Bind Generations

The article suggests that a “critical pedagogy of place” aims to: a) identify, recover, and create material spaces and places that teach us how to live well in our total environments (reinhabitation); and (b) identify and change ways of thinking that i… Continue reading

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Is There Such a Thing as a Good or Bad Student?

  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?   While readi… Continue reading

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Taking a Look at Reconciliation through Curriculum

This week, I began making headway on my first assignment for ECS 210 by looking at the topic of reconciliation through the curriculum. I began this inquiry by reading the article, “A de/colonizing theory of truth and reconciliation education” by Brooke… Continue reading

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Response to Smith’s “Curriculum Theory and Practice”

In his article, Smith describes curriculum as “a body of knowledge to be transmitted, . . . an attempt to achieve certain ends in students — product, . . . process, . . . [and] praxis” (Smith, 2). In his article, Smith explains that this “body of know… Continue reading

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Response to Kumashiro’s “The Problem of Common Sense”

Kumashiro defines common sense as information that “everyone should know” about anything in life. He describes that while in Nepal he learned that what he believed to be common sense learned during his upbringing in the United States was deeply contras… Continue reading

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