ECS210 Reading Response #8: Curriculum as Literacy

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 ECS210 Reading Response #8: Curriculum as Literacy

ECS210 Reading Response #7: Seeing the World from Two Perspectives

1. 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? I grew up in a big city. In my elementary school and my middle school, I needed to compete with other students and get high … Continue reading ECS210 Reading Response #7: Seeing the World from Two Perspectives

Reading Response #6 Curriculum Policy and Treaty Education

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? According to Levin’s article Curriculum Policy and The Politics of What Should Be Learned in Schools, he … Continue reading Reading Response #6 Curriculum Policy and Treaty Education

Reading Response #5: The Importance of Treaty Education in Canadian Schools

After reading the letter I was surprised that there were still have some schools that did not see Treaty education as an important part in the curriculum. The staffs in the school saw that there were only a few indigenous students in the whole school, so they did not treat Treaty Education as important as … Continue reading Reading Response #5: The Importance of Treaty Education in Canadian Schools

Reading Response 2: Curriculum Theory Practice

The four models of curriculum described are curriculum as a body of knowledge to be transmitted, curriculum as an attempt to achieve certain ends in student-product, curriculum as process, curriculum as praxis. In the model of curriculum as a body of knowledge to be transmitted, the benefit of it is……, the drawback of it is … Continue reading Reading Response 2: Curriculum Theory Practice