Author Archives: learnliveliz

Curriculum as Numeracy

Bear, L. L. (2000). Jagged worldviews colliding. In M. Batise (Ed), Reclaiming Indigenous voice and vision (pp. 77-85). UBC Press. Think back on your experiences of the… Read more “Curriculum as Numeracy” Continue reading

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Curriculum as Literacy

How has your upbringing/schooling shaped how you “read the world?” What biases and lenses do you bring to the classroom? How might we unlearn/work against these biases?… Read more “Curriculum as Literacy” Continue reading

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Curriculum and Public Policy

How are school curricula developed and implemented? What new information/perspectives does this provide about the development and implementation of school curriculum? Surprises? Concerns? Levin, B. (2008). Curriculum… Read more “Curriculum and Public Policy” Continue reading

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Curriculum and Treaty Education

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… Read more “Curriculum and Treaty Education” Continue reading

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Learning From Place

The article written by Jean P. Restoule, Sheila Gruner, and Edmund Metatawabin titled “Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing” speaks of the… Read more “Learning From Place” Continue reading

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“Good” Students

Being a “good” student means to behave and think in only certain ways that align with what teachers, society, the school board, and the government desire. A… Read more ““Good” Students” Continue reading

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Planning My Critical Summary: Decolonizing Curriculum

The paper I am going to write will focus on the perspective of Nina Asher and her thoughts regarding decolonizing curriculum. I was drawn to her contributions because she utilizes postcolonial feminist themes to analyze curriculum and the effects of colonization. I considered this to be a unique perspective on the topic of anti-colonialism. To […] Continue reading

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Curriculum Theory and Practice

Curriculum as transmitted. This approach is most commonly associated with a syllabus (Smith, p.2). What is to be studied is not presented in order of relative importance but in a step-by-step order of contents. Because this approach “is only really concerned with content“, a teacher’s planning is likely to be limited to transmitting certain content […] Continue reading

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“Common Sense”

The article Against Common Sense: Teaching and Learning Toward Social Justice begins with an introduction by Kumashiro. This section titled The Problem of Common Sense discusses the concept of common sense in the education system. Kumashiro defines common sense as things that everyone should know- facets of life that are taken for granted. With regards […] Continue reading

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