My math schooling was centered around being able to read and understand problems, and being able to write and solve them. After reading about the Inuit schooling, I realize how this could have been oppressive to students who were just learning how to read and write in English. Although they may have understood it in … Continue reading Mathematics

Single Stories

I grew up in Regina in a middle-class, white, Catholic family. Many of the families and friends I was surrounded by were the same, so I viewed my world, my life, as “the normal”. These privileges allowed me to identify with most books I read, even when the characters race was not stated I viewed … Continue reading Single Stories

Learning From Place

I see rehabitation happening through the youth of the Mushkegowuk community. “The processes of creating an audio documentary about relations to the river and engaging in trips along the river were part of a decolonizing process of re-membering (following Haig-Brown, 2005) as younger generations were re-introduced to traditional ways of knowing.” (pg.70) this quote summarizes … Continue reading Learning From Place

“Curriculum Theory and Practice” Response

Curriculum as a body of knowledge to be transmitted. Since a syllabus usually does not talk about the timeline or order of which things need to be learned, it is “only really concerned with content.” This approach focuses on the objectives of what needs to be learned and making sure kids understand them, in whatever … Continue reading “Curriculum Theory and Practice” Response

“The Problem of Common Sense” Response

Kumashiro defines common sense as what people in a society view as normal. Many societies do not like when their common sense is disrupted, and they let the person, group, or thing know that their “alien” ideas are not welcome there. He also defines it as oppressive, everyone looks at their common sense as “the normal” and … Continue reading “The Problem of Common Sense” Response