Author Archives: ashlegault

Blog #10: Curriculum as Numeracy

Part 1: As a student, I was not a strong math student. I disliked math and got so upset and frustrated whenever I didn’t understand. I would try to learn but I could never learn “the way” my teacher taught it or the one strategy they would teach to solve a math problem. This ledContinue reading “Blog #10: Curriculum as Numeracy” Continue reading

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Blog #9: Single Story

Throughout my childhood and education, I was unconsciously influenced by society, my family, my schooling, and the media to learn to come to read the world. Through other people’s opinions and worldviews I created my own lenses and biases. I grew up learning to play with ponies and kitchen sets, playing with children who lookContinue reading “Blog #9: Single Story” Continue reading

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Blog 8: Citizenship

Throughout my kindergarten to high school education there was just a few examples of citizenship practises that I can recall. In my elementary school, we practise small techniques that were primarily revolved around being a Personally Responsible Citizen, such as delivery cartons of milk for the younger students, volunteering to take out recycling, organizing theContinue reading “Blog 8: Citizenship” Continue reading

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Blog #7: Email Response

In response to you’re email I have provided a few notes you may wish to consider or use for other ideas.  Firstly, Treaty education and Indigenous ways of knowing are very important subject matter and I applaud you for teaching it. Many teachers are often weary of these subjects or find no reason to teachContinue reading “Blog #7: Email Response” Continue reading

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Blog #6: Curriculum as Policy

In the article it discussed the many issues and obstacles that are apart of creating or reforming the formal education curriculum. Although the definition of the curriculum sounds simplistic “an official statement of what students are expected to know and be able to do” (7). The process of deciding what is important, necessary, socially requiredContinue reading “Blog #6: Curriculum as Policy” Continue reading

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Blog #5: Curriculum as Place

The narrative demonstrated many ways rein habitation and decolonization can play a role in teaching and informing youth, specifically of their cultures and traditions that are significant to the community and the land. One of the greatest examples is the conduction of interviews and audio documentary the youth got to participate in, alongside elders andContinue reading “Blog #5: Curriculum as Place” Continue reading

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Blog #4: The “Good” Student

A “good” student is someone who does whatever is expected and asked of them. This student will always listen to the teacher and never speak without being asked first. They will listen in class quietly, sit still, do their assignments when instructed, follow routines, respect everyone, and finish their homework. A good student also alwaysContinue reading “Blog #4: The “Good” Student” Continue reading

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Blog #3: Critical Summary

In Nina Asher’s and Margarat Smith Crocco’s article Engendering Multicultural Identities and Representations in Education, they discuss the importance of integrating non-Western women and societies into the academic curriculum by demonstrating a cross-cultural competency through a cultural relativism versus ethnocentrism perspective. Essentially, the crux of this articles argument is established by Asher and Crocco’s insightContinue reading “Blog #3: Critical Summary” Continue reading

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Blog #2

 In my own experience from elementary to high school, my education and the way it was structured, was influenced heavily by the Tyler rationale. I can reflect on the repetitiveness in the subjects, assignments, and organization of teaching and learning. I always knew what was expected of me and what I was suppose to doContinue reading “Blog #2” Continue reading

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Blog #1

In The Problem With Common Sense, Kumashiro discusses the issues of common sense ideas and how common sense adds to the framework of diverse educational practices. Kumashiro defines common sense as oppressive and a means of power and control. The U.S. education system never questions their practises and continues to normalize their teaching methods, soContinue reading “Blog #1” Continue reading

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