Uncategorized

Hey, all! just adding link in case this doesn’t load: https://youtu.be/26uJ5ImnUAY

Most notably, for me at least, the way Inuit mathematics rely on relationships reflect the social element at the heart of the culture. Children traditionally are raised listening and learning from Elders. It’s no surprise that this ongoing educational dialogue is rooted in day to day problem solving, cultural understanding of the world, and relationship…

Teaching Treaty Ed along with FNMI content is, perhaps, even more pertinent for non-Indigenous students, especially those with little or no previous education, exposure, or experience with Indigenous peoples. Firstly, the Indigenous communities of Canada are founding members. It seems absurd to have to teach French in communities that do not traditionally speak it, but…

Behaviourism relies on an objective view of cause and effect. In regards to teaching, behaviourists see learners as “trainable,” and they believe they can accurately predict the outcomes of learners based on the reward/punishment style they employ in the class/curriculum. Behaviour, then, is predictable and controllable, and feelings and attitudes are of less concern. Cognitivist…

Levin (2007) describes curriculum as “developed by governments or other sanctioned authorities for standard use in schools across a state, province, or country” (p.7). Despite acknowledging that curriculum is developed by authority, government or otherwise, Levin (2007) makes explicit that government is not necessarily the driving force behind curriculum creation/amendment. He explains that curriculum can…

A good student, within Kumashiro’s depiction of a commonsense learning environment, demonstrates good behaviour. Kumashiro writes, “Mainstream society often places value on certain kinds of behaviours, knowledge, and skills” (22), and this is true of schools too. Good students are those that are almost expected to have a preexisting set of skills paired with a…

Kumashiro describes “commonsense” as what we think we ought to think, or what ought to be done—a kind of moral imperative. This imperative contributes to the problem with commonsense, specifically in the classroom, in two ways: it is difficult to recognize prescriptive ideas and therefore challenge them, and commonsense is comfortable—it feels right. Kumashiro suggests…