Author Archives: riherr

ECS 210 Digital Story

Curriculum as Place https://riherridgehomes.home.blog/2020/02/02/decolonization-and-traditional-place-based-learning/

Curriculum as Treaty Ed https://riherridgehomes.home.blog/2020/02/25/treaty-education/

Kumashiro Against Common Sense https://r… Continue reading

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Curriculum as Numeracy

Looking back on how mathematics was taught and learned while I was at school, there are certain aspects that discriminated or oppressed students in class. The ‘singular social order’ that math follows, doesn’t allow for deviation form the norm in class. Students have to do it the ‘right way’ following the process that they haveContinue reading “Curriculum as Numeracy” Continue reading

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Curriculum as Literacy: How we Read the World

My schooling and upbringing have shaped my thinking into euro-centric terms in most cases. For the majority of my life white European and north American culture and media, ignoring all other minority viewpoints, ideas and material. This has caused me to be largely uninformed of the injustices and systemic racism that is prevalent in schools.Continue reading “Curriculum as Literacy: How we Read the World” Continue reading

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Riley’s Blog 2020-03-02 23:18:40

In my K-12 years of schooling I primarily was taught to be a personally responsible citizen, treating others with respect and trying to volunteer help when necessary. I went to a catholic elementary school which heavily preached the idea of the “golden rule” as mentioned in “Character counts!” (1996), according to Westheimer (pg.3) Lessons inContinue reading Continue reading

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Treaty Education

When trying to introduce Aboriginal perspectives into a class it is first important to recognize that although many people may think these different groups are separate, often unrelated when in reality, the history of colonial Canadians and aboriginal Canadians are intertwined and related. Both groups of people have been directly affected by how the groupsContinue reading “Treaty Education” Continue reading

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Decolonization and Traditional Place-based Learning

In this article there are many examples of reinhabitation and decolonization. Kellert, (2005) states “connection to nature is important to children’s intellectual, emotional, social, physical and spiritual development.” (pg.70) Firstly, the 10-day river trip where the children adults and elders travelled together on traditional waters and lands while discussing their thoughts and learnings on relations,Continue reading “Decolonization and Traditional Place-based Learning” Continue reading

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Kumashiro’s Against Common Sense

“There is something oppressive about what we often say it means to be a student and, simultaneously, what it means to learn.” To be a good student according to common sense, you should be quiet, attentive and follow rules well. Kumashiro states that “I assumed that being a student required behaving and thinking in onlyContinue reading “Kumashiro’s Against Common Sense” Continue reading

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Psychoanalysis and Education

Peter Taubman’s “Disavowed Knowledge” discusses the history and relationship between education and psychoanalysis, and how the knowledge surrounding this relationship is largely disavowed and ignored. Taubman states that in order to understand the relationship of education and psychoanalysis today, the history of the relationship must be explored and understood to understand how it has evolvedContinue reading “Psychoanalysis and Education” Continue reading

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Tyler’s Rationale

Tyler rationale has been very evident in my schooling experience. All through elementary it seemed like my school followed Tyler’s rationale, having a set written curriculum at the start of the year and not deviating from the curriculum, giving students little to no input on the outcome of the class. When going to high schoolContinue reading “Tyler’s Rationale” Continue reading

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Kumashiro’s ‘commonsense’

Kumashiro defines ‘commonsense’ as a way of thinking or traditional ways of doing that is common or natural for a group of people, which varies over different cultural groups. Kumashiro states that “‘commonsense’ limits what is considered to be consistent with the purposes of schooling”, since ‘commonsense’ can cause differing perspectives to be dismissed asContinue reading “Kumashiro’s ‘commonsense'” Continue reading

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