Author Archives: njs306

Oppression in Mathematics?

Even though I completed all three readings and watched Dr. Russell’s lecture, I still found it challenging to identify ways in which the teaching and learning of mathematics have been oppressive or discriminatory in my experience. I grew up in Swift Current, which had a predominantly white population, so the emphasis placed on Eurocentric ideasContinue reading “Oppression in Mathematics?” Continue reading

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The Importance of Eurocentric Ways of Showing Respect in a Classroom

I think the aspects of my schooling that had the biggest impact on how I read the world were found in the hidden curriculum. One key example that is apparent to me is the significance placed on respect in all of the classrooms I have ever been in. I distinctly remember sitting on the carpetContinue reading “The Importance of Eurocentric Ways of Showing Respect in a Classroom” Continue reading

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Personally Responsible Citizenship Education Experiences

I was sitting at my desk trying to think of examples of citizenship education from my schooling experience, and genuinely had a difficult time trying to think of any. I am not sure if my teachers did not plan any memorable activities that promoted citizenship education or if they simply did not try very hardContinue reading “Personally Responsible Citizenship Education Experiences” Continue reading

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Going Beyond Content

First of all, as Claire clearly stated, treaty education is a mandatory component of the curricula of each grade. Many teachers view treaty education as optional and unimportant, but that is not correct. Every student can benefit from treaty education, regardless of whether or not they are First Nations, Metis, or Inuit. I think manyContinue reading “Going Beyond Content” Continue reading

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An Expert-Dominated Approach to Curriculum Development

There are two discussions involved in the politics of curriculum: the overall shape of school curricula and the content of individual subjects (Levin, 2008, p. 14). Currently, curriculum development and implementation are decided by an expert-dominated approach (Levin, 2008, p. 17). Curriculum development processes include teachers of the subject, post-secondary subject experts, and “are oftenContinue reading “An Expert-Dominated Approach to Curriculum Development” Continue reading

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“Oh the Places You’ll Go”: Bringing Local Places into Curriculum

The central reasoning for the project was “to communicate the messages to the wider community about the experiences and perspectives of youth, adults and elders, about the river” (p. 74). I believe this is an example of reinhabitation because communicating these messages about the river is a way of recovering the meaning of that spaceContinue reading “”Oh the Places You’ll Go”: Bringing Local Places into Curriculum” Continue reading

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Are School Standards Inclusive of Every Student or Only the “Good Students”?

Kumashiro (2010) argues, “we often find comfort in commonsensical ideas that make sense of the status quo, just as we often feel uncomfortable with ideas that disrupt norms” (p. 27). This idea can be applied to how we react, as teachers, when a student behaves in a way that has been deemed “bad”. Often, teachersContinue reading “Are School Standards Inclusive of Every Student or Only the “Good Students”?” Continue reading

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Dehumanization Found in Standardized Testing and Scripted Curriculum

The idea of a standardized curriculum across each classroom in a country sounds like a good idea when looked at from a superficial viewpoint. Though a standardized curriculum does have benefits, many deficiencies appear when it is examined more thoroughly. In Wayne Au’s (2011) article entitled Teaching under the new Taylorism: high-stakes testing and theContinue reading “Dehumanization Found in Standardized Testing and Scripted Curriculum” Continue reading

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Traditionalist Perspective Reading Response

In Smith’s (2000) article, it states, “the work of Ralph W. Tyler, in particular, has made a lasting impression on curriculum theory and practice” (pp. 3-4). Smith (2000) then proceeds by describing the four fundamental questions that Tyler’s theory was based on, What educational purposes should the school seek to attain? What educational experiences canContinue reading “Traditionalist Perspective Reading Response” Continue reading

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Kumashiro Reading Response

At the beginning of the introduction, Kumashiro defines “common sense” as, “what everyone should know” (p. XXIX). Later in the introduction, Kumashiro also states, “commonsensical ideas are often what help us to make sense of and feel at ease with the things that get repeated in our everyday lives” (p. XXXV). The first definition thatContinue reading “Kumashiro Reading Response” Continue reading

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