ECS 210

What Kind of Citizen?

What examples of citizenship education do you remember from your K-12 schooling? What types of citizenship (e.g. which of the three types mentioned in the article) were the focus? Explore what this approach to the curriculum made (im)possible in regards to citizenship.

 

Some of the things t hat I remember from my schooling were things like the Terry Fox walk/run. I felt like it was a participatory citizen act because it was something that was usually mandated by the school on a certain date at a certain time every year and as a student I understood the importance of it but I was a passive audience to this.

 

Other things that I did in k-12 that I remember was doing food bank drives for pizza parties, meaning that there was a friendly competition between some of the classes to who could donate the most food to the food bank would win a pizza party. This would of been a personal responsibility citizen because it normalized charity work and donating to people who had more needs than us, plus the incentives are also nice.

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ECS 200

Sociopolitical Schooling

I learned that while schools will always try to stay updated and teacher to stay informed, students and parents can and will find ways to bend the rules, make exceptions or generally cause a stink about something that they think their child or school should not be doing.

I learned that biases even exist in teachers as teachers are more likely to discipline non-white students more harshly than their white counter parts.

I learned that multicultural lessons need to be incorporated frequently and often into the classroom to avoid exoticizing or othering them.

I noticed that while the curriculum is written by and for teachers, a lot of what is decided on and who approves of it is more often than not; the teachers, the students, and politicians.

I noticed that while socioeconomic factors go into what we notice and learn from trends and studies is not always the case. We as teachers need to meet students where they are at.

How can I as a white person be expected to treat my students fairly and without prejudice even when I know all these biases exist and I am still contributing to them?

ECS 210

Diversity and Ethnocentrism

Mathematics is a tricky subject to talk about. It is said that you are either a math person or you aren’t. Yet math is something can be taught and understood, because we are by our very nature; mathematical beings and yes this is directed at the student who says ” I’m NEVER gonna use this in real life”. Yes. Yes you are, so SHUSH.

We count and add, and play games, we locate, and measure and other things that are all math related. Are you serious? We do use it every day. So that doesn’t explain why I was getting low 60’s throughout high school. I think what it comes down to is that we do value math a lot in our society, but we don’t have as many ways of teaching it as we’d like. Students that learn through different intelligence may not be able to grasp complicated ideas like imaginary numbers and the infinite amount of numbers that exist in pi. This is wherein the problem lay. If we are expected to learn a certain way; not everyone will learn.

 

 

2. The Inuit community challenges the eurocentric math system by imploring verbal counting, as stated in the text: “numbers, as other numbers are built from these two numbers. The Inuit
have a base-20 numeral system. Furthermore, words chosen to designate
numbers may have an impact on Inuit students’ conception of certain
numbers.”

Another way they challenge traditional math is with measurement, no numbers are used but they can make a perfectly fitting Parka with this method: ” length—for example, the palm when making atigi (parkas).
Measuring the base of your neck will help make a perfectly fitting parka.”

Another way that I really like is their calendar, which is a lot more practical in my opinion that our western calendar, simply because it serves a purpose rather than just turning over a page and choosing to celebrate a certain day.

The name of each month comes from animal activity or from nature:
t
• coldest of all months
• when baby seals are born but are dead
• when baby seals are born
• when bearded baby seals are born
• when baby caribou are born

61

CJSMTE/RCESMT 7:1 January 2007
• when birds lay their eggs
• when the ice breaks
• when sea elephants rest on land
• when the caribou’s antlers lose their velvet
• when male caribou fight for a female
• when the caribou’s antlers fall
• when two stars appear in the sky

ECS 200

Week 8 Ecs 200

3) I learned that social ideologies such as feminism and buddhism have practical applications in social sphere of the current political landscape and are disguised as philosophy.

I learned that it is important to learn what you believe and learn from each other ideology to understand and comprehend in our current post modern life.

I learned that people such as Dewey are always making new discoveries and forming new idealogies and learning what the best way to get results in the classroom are.

2) I noticed that educational philosophy is rather young as far as other schools of thought are concerned.

I think it is interesting that we seem to be in the golden age of educational philosophy in the way that we have made such breakthroughs to education and we are always learning and adapting what we know and are always student focused.

1) while this is valuable information, I wonder which philosophy is best and what should be my goals for my students? With curriculum always changing, what is the best method? How are teachers expected to keep up?

ECS 210

Treaty ED

  1. 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 Nations, Metis, Inuit peoples?

I think that the reason we teach some of these things is that it is important to remember where we came from, and who was here before it. First Nations peoples were here before us and it is our duty to honor and remember them. The more practical answer is to be informed, so when we are in a situation where our knowledge can be passed on to people who may not know what may or may not be offensive to these kind of marginalized groups and we can act as a sort of emissary on their behalf, keeping in mind that we do not speak for them.

  1. What does it mean for your understanding of curriculum that “We are all treaty people”?

As I stated before, the first nations came before us and this was their land. I benefit from something called institutionalized racism, meaning that I benefit in ways that others do not because of my privileged, so acknowledging that we are treaty people is more valuable than saying “we are all equal, or “I don’t see colour”

  1. Spend at least one paragraph making some connections to TreatyEdCamp – What did you hear/see there that might help you to enact treaty education in your future classroom?

I think I took a lot away from thinking about how we use language in our classroom. We can build up or tear down our students, and we have no way of knowing what kind of past they have or what kind of trauma they are facing and how we should as current and future educators to create a “safer” place in our classroom, and learn to meet students where they are at. I feel that I will because of my treaty Ed experience en devour to make my classrooms feel like my students can feel like they should be excited to learn.

ECS 200

Week 7 ecs 200 blog post

I learned that even positive stereotypes can have a negative impact. It is important to recognize canadianism and what that looks like; but do not exclude cultural differences.

I also learned that socio economic factors can impact a students learning. For example: if a student has low expectations, teachers and in some cases students will avoid calling on them or grouping them. This creates a divide between self esteem and academic achievement.

I learned that summer setbacks (sometimes I’ve heard it called the summer slump) can have a big impact on what a student retains when they come back to school in the fall. If low income families have no books and do not read; it is shown to affect their overall reading level.

I noticed that achievement gaps exist across all kinds of ethic groups. And the less “white” someone is, the more margin for failure there is. As noted in the text only 60% of African american students graduate versus an 80 % for white students.

I noticed that combatting stereotypes and “rewiring” and relearning positive behaviors and getting rid of prejudices is something we must work towards. Ignoring the problem only makes you complicit to the problem;instead work to be a better person.

One question I have is how I can I make an effort to make sure each student that comes into my classroom feel like they are being heard and represented so things like “white girl clubs” are not present at my school.

ECS 210

Learning from the past, so we don’t repeat it.

Part of growing up is about learning, but what is shocking to learn is that some things that we learn can be harmful. It’s true! We are not inherently racist, homophobic, xenophobic, but we passively learn these things and therefore we must “unlearn” what is harmful. The narrative of the paper “Learning from place” speaks about how it is just as important to ignore and reject colonialist narratives but also to nuture and protect the way of live that colonialism destroyed; such as the the Mushkegowuk
‘way of life,’ as mentioned in the text.

 

When it comes to adapting this to my life, I am reminded that I must be conscious of what messages I am passing along to my peers and my future students. As the text says:”

(2001), says decolonization as an act of
resistance must not be limited to rejecting and transforming dominant ideas; it also
depends on recovering and renewing traditional, non-com-modified cultural patterns such as mentoring and inter-generational relationships.” This quote examines how it is our job as treaty people to nurture and protect these traditional ways of life while also being conscious of the colonial narrative.

ECS 200

Ecs 200 week 5

I learned that when it comes to aboriginal culture in the classroom, there is a lot of unspoken biases regarding classism, racism and homophobia.

I also learned that everyone benefits when aboriginal culture is normalized.

I learned that aboriginal culture is something that needs to be protected and nurtured in our society as well as our cirrcliculum.

I noticed that eurocentrisim and general “white culture” is very pervasive in our society, and as such we as a culture have a lot of biases towards different ethnic groups not of own.

I feel that while the suffering of the aboriginal people at the hands of residential schools is valid and important to talk about, I feel that indigenous achievement and cultural diversity needs to be spoken about just as often.

How can I as a white person expect to instill a sense of empathy into my students when I am in every sense of the word; privileged and benefiting from the values of my culture?

ECS 210

Curricula as LAW

how are school curricula developed and implemented?

Curricula are developed through policies that the government puts in place. However, people such as teachers, students and parents get very little say on what is ultimately put in the curriculum. This is decided by politicians, and people who research child development, it seems however that the people who spend the most time with this material have the least say.

 

What new information/perspectives does this reading provide about the development and implementation of school curriculum?

I learned that school curricula is influenced by a variety of people and goes through a lot of steps and processes before it finally reaches the classroom.  I also learned that so  many people have a influence over what the curriculum consists of and what is expected to be taught. As I stated before, It is shocking and interesting how the political landscape has such a choke hold on the bureaucracy and inner workings of curricula, and by the same extension, education as a whole.

ECS 210, Uncategorized

Ecs 210 blog post – Against Commonsense

I will respond to the following prompt:

 

“What does it mean to be a “good” student according to the commonsense? Which students are privileged by this definition of the good student? What is made impossible to see/understand/believe because of these commonsense ideas?”

 

According to commonsense, being a “good” student means one who follows rules, plain and simple. The reason that Western students, predominately White students are privileged by this definition of being a good student, is because they were likely born here, likely raised here and likely grew up in an English speaking home, all of which contribute to their own privilege.

The reason that it is impossible to be a good student is that common sense does not account for other diverse and worldviews apart from our own, or what would be considered the norm. What is common sense for one, is not for the other, and visa versa. If we as educators expect to engage in anti-oppressive education, we then must avoid “commonsense”.