Please feel free to watch my summary of learning video for ECS203 Curriculum and Pedagogy 1.

https://www.youtube.com/watch?v=eLc7ZaUSO8s&t=20s

Thank you.

For week 12’s blog post I was assigned to answer questions related to mathematics. I answered the first question by giving personal experiences of mathematics. The second question was thoroughly answered by providing evidence, explanation, and analysis from Louise Poirier’s article Teaching Mathematics and the Inuit Community as well as from secondary sources. This structure is helpful because it enabled me to think deeply about educational experiences. These questions include the following:

• Think back on your experiences of the teaching and learning of mathematics — were there aspects of it that were oppressive and/or discriminating for you or other students?

• Identify at least three ways in which Inuit mathematics challenge Eurocentric ideas about the purposes of mathematics and the way we learn it

Throughout my educational experiences, I have had tremendous difficulties in the subject, Mathematics. I discovered this shortcoming during grade 4. Primarily, I had struggles in fluid reasoning which impacted my critical thinking and comprehension skills. Throughout this learning stage, the teachers from my elementary school assisted me by providing me with a Record of Adaptation (ROA). This document guided me throughout my elementary years and gave me new studying skills that best supported my learning style. Clearly, the support I gained throughout this experience shows that there were no oppressive and discriminating aspects. 

After reading Poirier’s article, I discovered at least three ways in which Inuit people challenge Eurocentric ideas about the purposes of mathematics. The first way in which Inuit mathematics challenges Eurocentric ideas with counting. As stated by Poirier (2007), “Inuit children learn to count in their language, and, until last year, they would switch into either French or English in Grade 3.” This quote shows that Inuit children are challenged in the mathematics subject at an early age. Poirer’s comment is important to take note of because from my perspective, all children in general should count in English first, rather than making a difficult change and learning in a brand new language. Another Eurocentric idea about mathematics is “math discovery comes from “deductive axiomatic logic” not from “intuitive or empirical methods.” (lams, n.d.). This quote means that the above subject prohibits students from applying their own cultural beliefs in order to successfully complete word problems. As such, Inuit people challenge this style through a sense of space. This is shown in Poirier’s article as she notes “the Inuit have developed an outstanding sense of space to help orient themselves. They have learned to ‘read’ snow banks and assess the direction of winds.” This is important because these people apply their background information to the subject. As stated in Poirer’s article, the final way Inuit mathematics challenges Eurocentric ideas about this subject is through explanation. Here, Inuit people  “find different ways of explaining a phenomenon, whether religious, animist, or scientific.” This means that these people are again connecting their personal background and experiences to gain a better understanding in mathematics. 

References: 

lams, S. (n.d.). Notes on Worldmath Curriculum: Fighting Eurocentrism in Mathematics. Harvard University. Accessed April 3, 2023, from https://blogs.harvard.edu/siams/2020/06/05/notes-on-worldmath-curriculum-fighting-eurocentrism-in-mathematics/#:~:text=Eurocentrism%3A,from%20%E2%80%9Cintuitive%20or%20empirical%20methods%E2%80%9D.

Poirier, L. (2007). Teaching mathematics and the Inuit community, Canadian Journal of Science, Mathematics and Technology Education, 7(1), p. 53-67.

Before learning how to effectively integrate multilingual instructional strategies into classrooms, one must first understand the meaning of multilingual. Cummings (2019) defines the term multilingual as “describ[ing] students from immigrant backgrounds who are in the process of learning the language of instruction at school”. From my perspective, this means that teachers are required to identify where their students come from and how their teaching methods best fits the needs of such diverse students. This is important because educators will have the ability to distinguish each students’ learning style and can also build bridges with them.

Cummings (2019) provides several methods for teachers to effectively  integrate multilingual instructional strategies into classrooms. The first method involves “invit[ing] one or two students to share a word from their home languages with their classmates and explain why they chose that word and what it means”. This strategy is useful because both students and teachers “learn a new collection of words in different languages”. The second method of integrating multilingual instructional strategies into classrooms requires educators to “Students [to] write and publish online dual language or multilingual stories or projects”. This helpful method is important because it enables students to think critically and deeply into their own thoughts. This strategy allows students to improve their critical thinking skills because they are applying their own background information to their written work. The final method provided by Cummings (2019), is the fact that, “Students collaborate with partner classes across the world or across the city to create a variety of projects involving two or more languages”. This final strategy is intriguing because as an aspiring teacher, I also strive for my students to work alongside each other. This is because this method can improve students’ socializing and team player skills. In essence, Cummings’ methods are valuable because they enable both teachers and students to engage in the learning process. 

References: 

Cummins, J. (2019, February 21). How Can Teachers Maximize Engagement among Multilingual Students? EDCanNetwork. Retrieved March 19, 2023, from https://www.edcan.ca/articles/multilingual-students/. 

There are numerous methods relating to how educators can address the ways in which the systems that we teach our curriculum in are intrinsically homophobic, transphobic, biphobic and oppressive towards queer and trans people. One way includes “improv[ing] and sav[ing] lives through research, education, awareness, and by advocating for human rights and equality in Canada and around the world” (Peter and Campbell, 2021, p. 2.). From my perspective, this statement means that teachers should suggest gathering information about these specific people, before standing up for them. This beginner tip is important because teachers will gain full insight about such people before making assumptions and judgments about them within their classrooms. From pages three to five, I saw multiple percentages of individuals who recognize themselves as homophobic, transphobic, biphobic and oppressive towards queer and trans people. This beginner approach is useful because educators have the ability to know who their students are and how they identify themselves. 

Peter, T., Campbell, C.P., & Taylor, C. (2021). Still in every class in every school:

Final report on the second climate survey on homophobia, biphobia, and

transphobia in Canadian schools.Key Takeaways.

Toronto, ON: Egale Canada Human Rights Trust. Retrieved March 16, 2023 from https://drive.google.com/file/d/1iE5E7aDVJ3W4Xn3i_cIE0f6AFSx2M8Rg/view. 

I recall viewing a slideshow provided by the professor February 8th, 2023. This slideshow was titled Curriculum as a Citizenship. In the first slide, students engaged in  a discussion to answer the following question: What words come to your mind when you think about citizenship. During the first in-class discussion, various students provided many answers. The students mentioned that citizenship relates to obeying the law, having the right to vote in elections, passport, and that the term citizen can even relate to the place you come from. the previous lecture. I really enjoyed participating during this class discussion because it gave everyone the opportunity to think outside the box and provide an answer without doing any research. 

After viewing the YouTube video titled Joel Westheimer: What Kind of Citizen, I gained a more thorough understanding of the term citizenship. In this video, one of the speakers described that citizenship means being able to change the world. I enjoyed his definition of the term citizenship because as an aspiring teacher, I want to motivate my future students to positively change their environment and to accomplish good things. 

It is stated in the Levin article, that the school curricula is developed by “governments or other sanctioned authorities for standard use in schools across a state, province, or country” (Levin, 2008, p. 7). In essence, Levin’s quote means that school curricula are formed by people of power. This information is useful because students will be aware of those groups who are in charge of their learning environment. It is important for students to take note of this because it has  a great impact on the information and material they learn at school. 

Before reading the Levin article, many people told me that curriculum refers to “the lessons and academic content taught in a school or in a specific course or program” (The Glossary of Education Reform, n.d.). After reading Levin’s text, a new piece of information related to the implementation of the school curriculum that intrigued me was regarding his perspective on the defining curriculum. Levin refers to the curriculum as “an official statement of what students are expected to know and be able to do” (Levin, 2008, p. 8). This new perspective idffers from my previous understanding. This is mainly because my previous definition relates to what the students can memorize. After thoroughly reading Levin’s definition, I now understand that memorizing information does not necessarily mean that students are learning. This new perspective is critical to consider because students should understand the full picture of each concept and topic, rather than cramming their course material and being unable to apply the information to real life situations.

References: 

Levin, B. (2008). Curriculum policy and the politics of what should be learned in schools. In F. Connelly, M. He & J. Phillion (Eds), The SAGE handbook of curriculum and instruction (pp. 7 – 24). Los Angeles, CA: Sage. http://www.corwin.com/upm-data/16905_Chapter_1.pdf.

The Glossary of Education Reform. (n.d.). Curriculum Definition. Retrieved, March 16, 2023, from https://www.edglossary.org/curriculum/#:~:text=The%20term%20curriculum%20refers%20to,a%20general%20sense%20in%20schools. 

Culturally relevant pedagogy is the process of focusing on numerous aspects of students’ accomplishments and supporting students to uphold and value their cultural identities (California Department of Education, n.d.) As an aspiring teacher, culturally relevant pedagogy will constantly be used as a teaching method. This means that I want my future students to share their own experiences that they had with their cultural backgrounds in the classroom. This is helpful because students will gain socialization skills. With culturally relevant pedagogy, I will also assign projects which require my future students to share information about their own backgrounds and history, and allow them to connect these experiences to the real world. This is useful because students will be able to think deeply and analyze their own thoughts.

A sense of place refers to the bonds, attachments, and connections individuals form in their environments or communities. Furthermore, a sense of place means providing security, safety, and in general, developing a positive community (Foote and Azaryahu, 2009). In my future classroom, I will foster a sense of place that includes safety and positivity. This is mainly because I want my future students to consider school not only as a learning environment, but to label it as a second home. This is significant because it has a positive impact on individuals’ emotional, spiritual, and mental health (Roy, 2019).

 References: 

California Department of Education. (n.d.) Culturally Relevent Pedagogy. Retrieved March 1st, 2023, from 

https://www.cde.ca.gov/pd/ee/culturalrelevantpedagogy.asp#:~:text=Culturally%20Relevant%20Pedagogy%20is%20a,perspectives%20that%20challenge%20societal%20inequalities.

Foote, K.E., and Azaryahu, M. (n.d.). Sense of Place. Science Direct. Retrieved March 1st, 2023, from  https://www.sciencedirect.com/topics/earth-and-planetary-sciences/sense-of-place#:~:text=Sense%20of%20place%20refers%20to,of%20particular%20localities%20and%20regions. 

Roy, M. (2019, May 11). The Positive Effects Of Nature On Your Mental Wellbeing. PositivePsychology.Com. Retrieved March 1st, 2023, from Mayhttps://positivepsychology.com/positive-effects-of-nature/#:~:text=A%20strong%20connection%20to%20the,and%20different%20forms%20of%20anxiety.

I am enthralled by the hip-hop culture. I enjoy listening to music as well as watching films and TV-Shows related to this form of expression. For the critical summary assignment I even selected to research and write about this style of art. Here, I explored the various components of hip-hop cultures, provided a critical summary of a curriculum scholars’ work, selected additional texts to compare and contrast their work to the primary scholar, and how this way of life can be integrated within the curriculum and taught in classrooms. This critical summary was extremely useful as it enabled me to gain more knowledge about 

Hip-hop is used as a tool to promote social justice and youth activism in the classroom. Low (2019) suggests that students write their personal thoughts in a diary throughout the academic year. At the end of the year, they prepare a rap or break-dance based on the recorded emotions. This tool is useful as students practice artistic expression. Finally, dialogue praxis is the process of involving the entire classroom to reflect on the past and make a change in the current environment. The dialogue praxis enables marginalized students to make a change as they have been mistreated by health and the education system. Furthermore, Campbell (2022) introduces the reframe and address technique to include the voices of Black youth. This strategy uses rap music to address racism and gang violence that exists within certain communities. The process prepares educators to build hospitable classrooms for oppressed students.

In essence, these methods are critical as they help in transforming the current environment for all students.

References:

Low, B. E. (2011). Slam School: Learning Through Conflict in the Spoken Word Classroom.

Stanford University Press. Retrieved January 22, 2023, from https://ebookcentral-

proquest-com.libproxy.uregina.ca/lib/uregina/detail.action?docID=692460&pq-

origsite=primo.

Campbell, T. H. (2022). Hip-Hop as a Critical Pedagogy: Re-Imagining Education. Brock

University, Canada. Retrieved January 22, 2023, from

https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/76558.

In the first blog post assignment, I was required to read Kumashiro’s article The Problem of Common Sense. According to this article, this post will discuss what it means to be a “good” student, which students are privileged by this definition of the “good” student, and how “good” students are shaped by historical factors. 

Before reading Kumashiro’s text, I was told by many people that a “good” student is one who is ambitious, hard working, dedicated. For example, during high school I strived for the highest grades within my reach. I accomplished this goal by taking course notes and using flashcards to prepare for exams. Likewise, I completed all swimming levels by attending every training class. I also became quite well in this sport by taking additional swimming time with family and friends. Similarly, I obtained my driver’s license by preparing notes for the written exam and practiced driving every day for almost two years. This work style was useful because I was able to apply my knowledge from the driver’s handbook to driving on the road. These values are important for students because they can achieve almost anything and become successful. 

After reading his text, I realized that a “good” means far more than the above-mentioned values. Kumashiro identifies that a “good” student is one who is related to the dominant norms that exist within the classroom. These dominant norms relate to not challenging the normal and ordinary methods of teaching and learning. The second norm consists of acquiring and obtaining high grades. 

The students who are privileged by this definition are identified as the wealthy and higher-class people. This is partly related to the fact that these students already have the needs and resources to financially support themselves in order to be identified as a “good” student.

According to Kumashiro, “Good” students are shaped by historical factors such as the societal norms that include racism and colonialism. 

References:

Kumashiro, K. K., & Kumashiro, K. K. (2015). Chapter 2: Preparing Teachers for Crisis: A Sample Lesson Plan. In Against common sense: Teaching and learning toward Social Justice (pp. 19–32). essay, Routledge Taylor and Francis Ltd.

For the critical summary assignment, I selected hip-hop culture and the curriculum. I decided to write about this topic because I have known about it since my elementary years. Even today, I thoroughly enjoy listening to music, watching films and TV-Shows, and even playing video games related to this culture. Until now, I never had the chance to sit-down, research, and learn more about this culture.

Hip-hop comprises two words, namely, hip and hop. Hip is the process of knowing and learning, while hop refers to the energetic movement of performers (Dictionary.Com, n.d.). When combined, both words symbolize a culture of truth and equality (Academy of Music and Sound, n.d.). The movement was founded in the 1970s in New York, primarily by African-American and Hispanic people. It includes four styles of art: rap, deejaying, break-dance, and graffiti. In essence, these four styles of expression give people the ability to showcase what they believe in (Ramirez, 2020).

For the primary curriculum scholar, I selected Bronwen E. Low who is a professor of education at McGill University (Low, 2011). In 2011, she wrote a book review entitled Slam School: Learning Through Conflict in the Hip-Hop and Spoken Word Classroom. The main objective of Low’s book review is to provide newcomers with an in-depth understanding about hip-hop culture. She accomplishes this by answering critical questions including: Where did this culture develop? Who created it? (Low, 2011). Such questions are important to ask because it enables one to think critically and become more open-minded. Low argues that these diverse voices and backgrounds need to be included in the classroom. Therefore, she shares three techniques. The first strategy suggests that students practice rap by reciting slam poetry, thereby preparing them for public speaking. Low’s research is helpful because it provides useful ideas about the pros and cons of the hip-hop culture and practical methods to include it within the curriculum.

For the next steps of my critical summary project, I will be selecting two additional curriculum scholars including Hyacinth T. Campbell and Didem Uca et. al. Here, I will use Campbell’s text to compare and cnotrast it with the primary curriculum scholars’ work. In a similar fashion, I will use Uca et. al’s research and explain how her work is similar and different to the main source. Comparing and contrasting will enable the reader to identify how these curriculum scholars’ work is useful when integrating the hip-hop culture in the curriculum. Next, I will use the curriculum approaches; syllabus, process, and product, and explain why these methods are useful for the three texts. Finally, my critical summary will close by explaining how hip-hop can be included within the province’s curriculum by using the course material. 

References: 

Academy of Music and Sound. (n.d.) What is Hip-Hop and Why Does it Matter? Retrieved

January 27, 2023, from https://www.academyofmusic.ac.uk/what-is-hip-hop-and-why-does-it-matter/.

Dictionary.Com. (n.d.). Hip-Hop Definition and Meaning. Retrieved January 22, 2023, from

https://www.dictionary.com/browse/hip-hop.

Low, B. E. (2011). Slam School: Learning Through Conflict in the Spoken Word Classroom.

Stanford University Press. Retrieved January 22, 2023, from https://ebookcentral-

proquest-com.libproxy.uregina.ca/lib/uregina/detail.action?docID=692460&pq-

origsite=primo.

Ramirez, M. (2020). Graffiti is a Form of Self Expression. The Silver Streak.Retrieved January

 22, 2023, from

https://silverstreakonline.com/opinion/2020/10/27/graffiti-is-a-form-of-self-expression/.