Category Archives: ECS210

Education and Citizenship

Looking back on my education experience I can think of many examples of how my schools incorporated citizenship education into school. I attended the majority of elementary school in Ontario, and I can not recall one example from these years, though I have several examples after I moved to Saskatchewan. When in grades five and … Continue reading Education and 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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Challenging Eurocentric Ideas in Math

While reading the article, it turns out that there are many ways that Inuit mathematics challenges Eurocentric ideas of learning. To begin, they take language into consideration. From kindergarten to grade 2, the students learn in their language; however, when they hit grade 3, they switch to either English or French. This can cause confusion … Continue reading Challenging Eurocentric Ideas in Math Continue reading

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Curriculum as Numeracy

1. 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 of mathematics … Continue reading Curriculum as Numeracy 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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Response to a student

Student, Thank you for your email. Teaching about Treaty Ed with students and a Co-op who doesn’t support it can be difficult. It is important to explain that even with there being no Indigenous students in the class, it is extremely important to know and understand the history of the land the First Peoples. I … Continue reading Response to a student Continue reading

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Treaty Education

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? I believe that it is extremely important to teach Treaty Education and FMNI content/perspectives whether or not there are First Nations, Metis, or … Continue reading Treaty Education 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 Place

The article suggests that a “critical pedagogy of place” aims to: (a) identify, recover, and create material spaces and places that teach us how to live well in our total environments (reinhabitation); and (b) identify and change ways of thinking that injure and exploit other people and places (decolonization) (p.74) 1. List some of the … Continue reading Curriculum as Place Continue reading

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Blog #6

Decolonization through the narrative Decolonization can be seen a variety of ways through this narrative. Examples of this is used through the land. Decolonization and reinhabitation is described as “creating an audio documentary about relations to the river and engaging in trips along the river,” while “younger generations were re-introduced to traditional ways of knowing” (Restoule … Continue reading Blog #6 Continue reading

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