Author Archives: gabbyhillisblog

Mathematics

My math schooling was centered around being able to read and understand problems, and being able to write and solve them. After reading about the Inuit schooling, I realize how this could have been oppressive to students who were just learning how to read and write in English. Although they may have understood it in … Continue reading Mathematics Continue reading

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Single Stories

I grew up in Regina in a middle-class, white, Catholic family. Many of the families and friends I was surrounded by were the same, so I viewed my world, my life, as “the normal”. These privileges allowed me to identify with most books I read, even when the characters race was not stated I viewed … Continue reading Single Stories Continue reading

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Levin Article Response

The Levin article, CURRICULUM POLICY AND THE POLITICS OF WHAT SHOULD BE LEARNED IN SCHOOLS, made me realize how much work goes in to curriculum development and much it is influenced. The article talks about how schools have a big role in how they implement the curriculums. In high schools they choose which optional courses … Continue reading Levin Article Response Continue reading

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Treaty Education

I think when talking to a class who is not open to Treaty Education, one way to introduce it while emphasizing the importance of it would be with the saying “We are all treaty people”. Dwayne Donald says that when Aboriginal peoples of Canada sit across from non-Aboriginals, they tend to not understand each other … Continue reading Treaty Education Continue reading

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Learning From Place

I see rehabitation happening through the youth of the Mushkegowuk community. “The processes of creating an audio documentary about relations to the river and engaging in trips along the river were part of a decolonizing process of re-membering (following Haig-Brown, 2005) as younger generations were re-introduced to traditional ways of knowing.” (pg.70) this quote summarizes … Continue reading Learning From Place Continue reading

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What it means to be a “good” student

According to the commonsense to be a “good” student is almost to be like a robot. You need to sit quietly, do not move around, or talk to your classmates. You understand everything that is taught to you and have no questions. You do not need extra breaks or learning time than what is given … Continue reading What it means to be a “good” student Continue reading

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Decolonization and Curriculum

For this assignment I will be looking at decolonizing the curriculum, which I think is something new teachers need to be thinking about a lot. It is important that when we go into classroom’s we our open-minded and welcoming of all people. I also want to look at the struggles of adopting this new way … Continue reading Decolonization and Curriculum Continue reading

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“Curriculum Theory and Practice” Response

Curriculum as a body of knowledge to be transmitted. Since a syllabus usually does not talk about the timeline or order of which things need to be learned, it is “only really concerned with content.” This approach focuses on the objectives of what needs to be learned and making sure kids understand them, in whatever … Continue reading “Curriculum Theory and Practice” Response Continue reading

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“The Problem of Common Sense” Response

Kumashiro defines common sense as what people in a society view as normal. Many societies do not like when their common sense is disrupted, and they let the person, group, or thing know that their “alien” ideas are not welcome there. He also defines it as oppressive, everyone looks at their common sense as “the normal” and … Continue reading “The Problem of Common Sense” Response Continue reading

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Our “Normal”

1) Reading from the book is “Is Everyone Really Equal” I have learnt that class is very misinterpreted. People who are in higher class’ tend to be blinded about the truths of the lower class and how they are treated by the government. Class is something that is not realized by people who are higher … Continue reading Our “Normal” Continue reading

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