Author Archives: Margaret W

Summary of Learning

Week 13 – April 6

Curriculum as Process

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Week 10 – 2020 Mar 16

Curriculum as Numeracy At the beginning of the reading, Leroy Little Bear (2000) states that colonialism “tries to maintain a singular social order by means of force and law, suppressing the diversity of human worldviews. … Typically, this proposition creates oppression and discrimination” (p. 77). Think back on your experiences of the teaching and learning […] Continue reading

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Week 9 – 2020 Mar 10

Curriculum as Literacy How has your upbringing/school shaped how you “read the world”? What biases and lenses do you bring to your classroom? How might we unlearn/work against these biases? My parents were born in Burma (Myanmar) and escaped political turmoil, along with many of their friends and relatives, across the border to Thailand. They […] Continue reading

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Week 8 – 2020 Mar 3

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. In my K to 12 years in school, I experienced citizenship education from […] Continue reading

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Week 7 – 2020 Feb 25

1. 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? The purpose of teaching Treaty Education (Treaty Ed) is to connect with Canadian history and to explain what transpired with the European colonization […] Continue reading

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Week 6 – 2020 Feb 11

Part 1) According to the Levin article, how are school curricula developed and implemented? What new information/perspectives does this reading provide about the development and implementation of school curriculum? Is there anything that surprises you or maybe that concerns you? In Levin’s article, he says, “Indeed, most policy decisions in education, including curriculum decisions, are […] Continue reading

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Week 5 – 2020 Feb 4

Margaret Wah Ta “Learning from Place” It is important to know and understand what we are teaching, and how we teach Treaty Education to our students. As teachers we need to create a learning environment where Treaty Education is the norm within and outside the classroom. All students, no matter what their cultural background, need […] Continue reading

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Week 4 – 2020 Jan 28

Margaret Wah Ta “What is a ‘good’ student?” A “good” student based on common sense is a student who always finishes tasks and assignments on time, obeys the teacher, pays attention, and achieves high academic standing.  I think the criteria needs to be changed. A “good” student is a person who consistently finishes tasks and […] Continue reading

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Week 3 – 2020 Jan 21

Margaret Wah Ta My essay will focus on the topic of Reconciliation and Curriculum. My starting point article is Niinwi – Kiinwa – Kiinwi: Building Non-Indigenous Allies in Education through Indigenous Pedagogy by Lindsay Morcom and Kate Freeman, Queen’s University published in the Canadian Journal of Education in 2018. The article is a good starting […] Continue reading

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Week 2 – 2020 Jan 14

Margaret Wah Ta “Curriculum theory and Practice” The curriculum was systematic and highly organized. A limitation of this approach was that learners “are told what they must learn and how they will do it”. Looking back on my elementary school years I experienced this limitation. I was seven years old when my family left a […] Continue reading

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