Author Archives: Martina Leader

Curriculum as Citizenship

Prompt: What examples of citizenship education do you remember from your K-12 schooling? What types of citizenship (e.g. which of the three types mentioned in the article) were the focus? Explore what this approach to the curriculum made (im)possible in regards to citizenship. Throughout my schooling my teachers were mostly trying to make us into … Continue reading Curriculum as Citizenship Continue reading

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Curriculum as Numeracy – Martina

Think back on your experiences of the teaching and learning of mathematics — were there aspects of it that were oppressive and/or discriminating for you or other students?          For me there personally was not. I am caucasian and I had been thinking mathematically since I could talk. My mathematical thinking followed … Continue reading Curriculum as Numeracy – Martina Continue reading

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Curriculum and Treaty Education – Martina Leader

  What is the purpose of teaching Treaty Ed (specifically) or First Nations, Metis, and Inuit (FNMI) Content and Perspectives (generally) where there are few or no First Nations, Metis, Inuit peoples?   There are a lot of myths circulating around about First Nations people. I come from a small town where all I ever … Continue reading Curriculum and Treaty Education – Martina Leader Continue reading

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Treaty Ed – Martina

Today’s response will be to the following reading: Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing. During this research project youth and elders got together to explore the traditional homelands of the Mushkegowuk at Fort Albany by conducting a river excursion.  They were taught to respect the space and that water is very important … Continue reading Treaty Ed – Martina Continue reading

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Curriculum as public policy – Martina

Curriculum is developed by a group of individuals getting together and looking at the old curriculum and trying to agree on ways in which it could be made better. These individuals may be teachers, administrators, professors in the subject area of curriculum being developed or even people working in a field that uses that subject … Continue reading Curriculum as public policy – Martina Continue reading

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Curriculum as public policy – Martina

Curriculum is developed by a group of individuals getting together and looking at the old curriculum and trying to agree on ways in which it could be made better. These individuals may be teachers, administrators, professors in the subject area of curriculum being developed or even people working in a field that uses that subject … Continue reading Curriculum as public policy – Martina Continue reading

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The “good” student according to “commonsense” – Martina

According to the “commonsense” of living and growing up in Canada in the 21st century, a good student is someone who does their homework, answers questions in class, engages with the class material and then does well on the exams. However, the notion of “commonsense” changes depending on the context. For example, in Canada it … Continue reading The “good” student according to “commonsense” – Martina Continue reading

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Educational Quote – Martina

“Education is not preparation for life; education is life itself.” ― John Dewey The above quote is what my blog post will focus on today. John Dewey is an educational philosopher that I have heard a lot about throughout my time here at the University of Regina and I have to admit, the man had … Continue reading Educational Quote – Martina Continue reading

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Martina Leader – The Tyler Rationale

For today’s response I will be addressing the prompt: Curriculum development from a traditionalist perspective is widely used across schools in Canada and other countries. Can you think about: (a) The ways in which you may have experienced the Tyler rationale in your own schooling? (b) What are the major limitations of the Tyler rationale/what … Continue reading Martina Leader – The Tyler Rationale Continue reading

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Response to: The Problem of Common Sense – Martina L.

Kumashiro roughly defines common sense as the predominantly existing ideas of the way things should be done. In this case it refers to the ways in which students should be taught and evaluated. This idea of there being a ‘common sense” way to do things limits and silences any new idea on how to do … Continue reading Response to: The Problem of Common Sense – Martina L. Continue reading

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