Curriculum as Numeracy: Week 10

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 — […]

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Single Stories – Week 9

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? Which “single stories” were present in your own schooling? Whose truth mattered? My upbringing was interesting because I am Métis, so I was brought up with […]

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Dear Intern – Week 7

I commend your bravery in asking for help. A huge misconception about teachers is that they know everything, but in reality, we are learning ourselves. You are allowed to recognize that you don’t know something and it’s great that you decided to reach out and acknowledge that — it’s the first step. First, have you […]

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Levin & Treaty Education: Making Curriculum – Week 6

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? After reading pages 1-4 of the Treaty Education document, what connections can you make between the article and […]

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Learning From Place – Week 5

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). Reflect on the following points […]

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Critical Summary: Decolonizing Curriculum – Week 3

Tiffany Smith’s research article “Making Space for Indigeneity: Decolonizing Education” focuses on how in order to decolonize the curriculum, we must change the attitude and viewpoints of educational leaders. Smith highlights that graduates that are “First Nations students are significantly lower than that of [the] non-Indigenous students” (49). This emphasizes the disparity between the success […]

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