Author Archives: jenniferharcourt

Curriculum as Numeracy

When I think about math, I usually think about numbers and equations. I don’t think about the ways that math is done, and how it could potentially be oppressive and discriminatory. I always enjoyed math, and considered myself to be quite good at it, but I know that there were many in my class that… Continue reading Curriculum as Numeracy Continue reading

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Curriculum as Literacy

I believe that schooling has a huge impact on how students view the world. School forms students opinions and ideas. This is critical to understand as a future educator. Personally, I know that my schooling affected my views, and created biases that I am still trying to overcome. I grew up in a small town… Continue reading Curriculum as Literacy Continue reading

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Curriculum as Citizenship

I remember a few ways that citizenship was incorporated into my high school and elementary education. There was always a focus on sharing in my younger years. Other values such as having good attendance, putting your best effort forward in your school work, and being a kind individual were not directly taught in a lesson.… Continue reading Curriculum as Citizenship Continue reading

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Treaty Education

My response to the email would be the following: I appreciate your concern and sense of responsibility surrounding the issues you have faced in your classroom. I understand that this is a challenge that you might not have expected, but this is a common issue that happens in our schools today. To understand where your… Continue reading Treaty Education Continue reading

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Curriculum as Public Policy

According to the Levin article, curriculum is developed and implemented through public policies. Policies govern almost every part of education (Levin, 2008). Everything that is taught, the people that teach, the students that learn, and how that information is taught relates back to politics in schools. “Every education policy decision can be seen as being,… Continue reading Curriculum as Public Policy Continue reading

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Learning from ‘Place’

In Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing, there are many examples of reinhabitation and decolonization. An example of decolonization in the narrative is when those from Fort Albany First Nation made an audio-documentary on their relation to the river (p. 70-71). By making this connection, they are re-familiarizing themselves with… Continue reading Learning from ‘Place’ Continue reading

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“Good” Students

A “good” student according to Kumashiro is a student that is cooperative, works hard, listens, and is engaged in what the teacher has to say. They follow directions and do not think outside of the box. Creativity is not what is wanted in a “good” student. What is wanted is a student that colours inside… Continue reading “Good” Students Continue reading

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Michael Apple

Michael Apple is a professor in the Education faculty at the University of Wisconsin, Madison. He is also a leading theorist of Education. He has done a lot of work that looks into how education works, and how it is selective to certain groups. He looks at education as a political and ethical act that… Continue reading Michael Apple Continue reading

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The Tyler Rationale

In all of my experiences in school, I have very much been a part of the structured system that was stemmed from the Tyler Rationale. Throughout mostly all of my schooling experiences, particularly high school, it has always been outcome-based. For each class, we would start out by looking at a certain chapter in the… Continue reading The Tyler Rationale Continue reading

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Common Sense

Kumashiro states that common sense is telling us what schools should be doing. The article also states that the insistence to use our common sense is just an insistence to view things the way that society has traditionally viewed things. This speaks to the way we are socially constructed. I believe that one’s common sense… Continue reading Common Sense Continue reading

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