I teamed up with Cassie Yastrub to outline our journey throughout ECS 203. We proceed to tell our learning story regarding this class we studied, our growth, and how this class helped us in our journey as we hope to become educators.

I think, unfortunately, most people in society view the world with a bias. Upbringing and schooling usually can contribute to this, which is why it’s important to acknowledge all worldviews at a young age. 

For example, I grew up going to a very small school from pre-school until Graduation. This means that my school offered viewpoints of the world from this perspective. My school didn’t consist of a lot of diversity, so I was unaware of a lot of viewpoints before University. For example, my school was very heterocentric. There weren’t a lot of students or staff within the LGBTQ+ community, and the small school mentality meant that individuals were quite old school and presuming. Although some of my friends were LGBTQ+, as a general whole the school lacked LGBTQ+ representation through classes. I can’t recall works of literature, etc. regarding the LGBTQ+ community. This means that a lot of individuals were misinformed on the community. This could even be biases that one doesn’t realize they’re presuming, such as seeing a man and a woman and thinking they’re a couple. This can be improved with diverse literature, and representation, such as reading multiple novels on the LGBTQ+ community.

Another lens I hadn’t thought of regarding the classroom, was the lack of diversity of authors. Lots of the required stories within curriculum are written by white males. It’s important to include diverse authors that can speak on their worldviews and perspectives. One might not think of researching whose story they’re reading, as they’ve always been in the curriculum. However, only reading stories written by a certain perspective can lead to the ‘single story’ Chimamanda Adichie is talking about in her Ted Talk. 

Adichie talks about ‘the single story’ she received with her roommate. Her roommate presumed that since she was from Nigeria, she listened to ‘tribal music’, couldn’t speak English, and couldn’t use a stove (Adichie, Chimamanda). This was ‘a single story’, as the roommate didn’t understand Adichie’s culture. This could be because of lack of representation as well. Adichie talks about all of the books she read including white people in the snow eating apples, which is a life she wasn’t living in Nigeria (Adichie, Chimamanda). However, she understood this culture when reading about that, seeing it was the ‘norm’. The roommate must not’ve been taught information on other cultures in her learning, or even if there was, the reading must’ve only included one perspective on Nigeria that gave her these presumptions. 

It’s important to bring diversity in the classroom so students don’t presume all individuals of one culture or group are the same. Accurate representation would help students understand the world around them without biases. Correct information would bring an understanding to students about groups that aren’t their own.

Works Cited

Adichie, Chimamanda Ngozi. “The danger of a single story”. TED. TEDGlobal. 2009. https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?language=en

When thinking back to my years of learning mathematics, I couldn’t recall even hearing about the Inuit Mathematics talked about in Louise Poirier’s article (53). The fact that I didn’t know this existed could be seen as a discriminating feature within my learning of mathematics. I think that seeing I was unaware of Inuit Mathematics, the curriculum I was educated with must’ve been rather Eurocentric. Presuming one measures, learns, and understands with a Eurocentric viewpoint could be seen as discriminatory, as there could’ve been students that would’ve better understood using an Inuit Mathematics system. 

A point that I thought was important in Leroy Little Bear’s article, was when he talked about the difference between Aboriginal and Eurocentric values. When speaking on Aboriginal values, Little Bear talks about the ideology of wholeness, as well as balance (Little Bear 79). On the other hand, Eurocentric values focus upon one objective, and Little Bear uses the term “one right way” (Little Bear 82). I think this is important because it shows the differences in Aboriginal and Eurocentric values, which can apply to school situations as well.

When reading Poirier’s article, I realize how different Inuit mathematics is from Eurocentric mathematics, and how it challenges these Eurocentric views. Inuit Mathematics is focused much more on real-life scenarios. For example, when measuring items, when creating clothes, Inuit individuals might still use the palm of their hand when creating atigi. (Poirier 60). Inuit individuals also use a sense of space for their mathematics, this can relate to a number system, as they count relating to objects, as well as using inuksuit to portray messages to other individuals (Poirier 59-60). The names used in Inuit mathematics for shapes also relate to real-life objects, for example, the name makkaujaq is used for a triangle, and it means ‘that looks like the top of a hood’ (Poirier 63). These are three differences in Inuit mathematics in oppose to Eurocentric mathematics.

It’s important to acknowledge the differences in Inuit and Eurocentric mathematics. They are very different, and if one is learning in Inuit mathematics, it will be difficult for them to learn using Eurocentric values in Mathematics. 

Works Cited

Little Bear, Leroy. “Jagged Worldviews Colliding”. 2000. Battistle, Marie, ed. UBC Press,. Reclaiming Indigenous Voice and Vision. 

Poirier, Louise. “Teaching Mathematics and the Inuit Community”. 2007. Canadian Journal of Science, Mathematics and Technology Education 

There is an important purpose of teaching Treaty Ed in schools, even if there are no (or very few) First Nations, Metis or Inuit students. 

I chose to look up some extra resources on Treaty Ed to ensure I was aware of all that Treaty Ed entails. In Saskatchewan, this mandatory teaching refers to “goals centred on the relationships, spirit and intent, historical context, and promises and provisions of the treaties” (“Treaty Education and Reconciliation Resources”). This points to one of quite a few reasons that Treaty Ed is important in schools regardless of whether or not the students are First Nations. According to this quote, Treaty Ed focuses on educating individuals on the treaties themselves. This means that this type of education involves everyone, as treaties are a quality of life regardless of culture. Even if individuals were focusing on First Nations culture for a class, this would not become any less important if students were not First Nations. It’s important for all to learn cultures, and important for all to learn treaties. Culture also involves everyone, as we should all understand the perspectives of those around us. 

However, if an individual were to say that they didn’t need to teach Treaty Ed if there’s no First Nations, Inuit or Metis students, they would be missing the whole point of Treaty Ed. Treaty Ed is only to educate on treaties, and not First Nations culture. If one is living on treaty land, they are considered a treaty person. This means that it doesn’t matter if someone is First Nations, Metis, or Inuit. This is necessary content to teach to individuals of all cultures living on treaty land.

I think an important quote from Ryan McMahon’s keynote is “Don’t be scared, Canada, it’s your truth too” (McMahon, Ryan). I chose this quote because it tells us that everyone in Canada is living through the treaties. Treaties aren’t just First Nations, Metis, or Inuit. It’s Canada in general that is treaty land, and it’s important that all learn about these treaties.

Claire Kreuger’s blog includes a video clip of her students explaining why Treaty Ed is important, using the quote “We are all treaty people” (Kreuger, Claire). I think this is a very important video clip, as Claire has obviously taught her students what Treaty Ed means, as they are explaining the class. As well, the quote “We are all treaty people” is important for understanding of curriculum, as it outlines what Treaty Ed means. Treaty Ed is not educating individuals on First Nations, Metis, or Inuit culture. It is educating individuals on the treaties, which are a quality of life for everyone. 

If I were to help someone teach a class on Treaty Ed, I would advise them to use quotes such as in Claire Kreuger’s video, “We are all treaty people”. (Kreuger, Claire). It’s important for students to understand that they class isn’t about culture, it is about the treaties that are a quality of their life, and learning Treaty Ed is an important quality for all.

Works Cited

Kreuger, Claire. Claire Kreuger Electronic Portfolio. http://clairekreuger.ca/

McMahon, Ryan. Preconference keynote. https://www.youtube.com/watch?v=hvMyHcG-uVo&feature=youtu.be

“Treaty Education and Reconciliation Resources”. Saskatchewan Teachers’ Federation. Stewart Resources Centre. Dec. 21, 2017. https://www.stf.sk.ca/about-stf/news/treaty-education-and-reconciliation-resources#:~:text=In%202007%2C%20K%2D12%20treaty,and%20provisions%20of%20the%20treaties.

When talking about a Culturally Relevant Pedagogy, one is referring to learning across cultures, and understanding each other based upon possible cultural differences, cultural values, and traditions. The other method being discussed in this blog post is a sense of place, which incorporates place-based education, which is the understanding of students’ environment, setting, etc. 

A quote that was useful to me when reading the article, “Culturally Relevant Pedagogy and Critical Literacy in Diverse English Classrooms: A Case Study of a Secondary English Teacher’s Activism and Agency” was the quote; “By reading alternative texts and producing counter-texts, students can begin to examine how their cultures and identities are represented or mis-represented” (Lopez 78). I chose this quote because it allows for some thinking within a school curriculum. Cultures are unfortunately misrepresented quite regularly, so it’s necessary for educators to incorporate works of literature that represent cultures accurately, so students can understand each other without basing their view on stereotypes. Works of literature are just one example of incorporating cultures into learning. Students can speak on their own cultures, ways of knowing, and understanding. Students can also become educators themselves, teaching those around them about their own traditions, and possibly incorporating this into learning as well.

In my future classroom, I will provide a space for all students to speak about their cultures. All cultures are one within education, and there is no one that is an outsider because of their traditions. With cultural differences, students (and even educators) can learn about these cultural differences from understanding of each other. I will give students the opportunity to represent their culture however they see fit, whether it’s presentations, writing, or speaking, all students should be able to represent their culture accurately, whether it’s within the learning curriculum, or in general. I will also be sure to incorporate culturally accurate works of literature, for all students to base their knowing on correct information instead of possible stereotypes, biases, or misunderstandings. 

The article, “Placing Elementary Music Education: A Case Study of a Canadian Rural Music Program” brings in a quote from a secondary source that outlines the importance of place-based education. It writes; “While the goal of place-based education is to promote the connection to the things and people within a local context, place-based education acknowledges the importance of diversity within a community and that through the exploration of place one can come to understand diverse practices within a particular context (Grunewald 2008)” (Brook 294). This shows the connection with education and the environment. The environment being one’s community, peers, setting, etc. It also shows students the understanding of diversity within their environment.

As a future teacher, I will contribute to the students’ sense of place by helping them understand their community. Whether it’s assignments based upon talking to individuals in students’ communities, helping out, or writing about their environment and the people around, students should be allowed the space to understand their community. Environment is an important quality to students’ learning and understanding the world around them.

Works Cited

Brook, Julia. “Placing Elementary Music Education: A Case Study of a Canadian Rural Music Program”. Faculty of Education, Queen’s University, Kingston, ON, Canada, 2013.

Lopez, Ann E. “Culturally Relevant Pedagogy and Critical Literacy in Diverse English Classrooms: A Case Study of a Secondary English Teacher’s Activism and Agency”. Ontario Institute for Studies in Education, University of Toronto, 2011. PDF.

In the article, “John Dewey and the Challenge of Progressive Education” written by Leonard J. Waks, the construct of education aligning with a global society is discussed. From talking about problematic qualities of memorization methods of teaching, to trends in education regarding out-of-school connections, this article provides the reader with information on how learning can be more sufficient with certain methods.

The first point worth noting, is the discussion of different needs of knowing. Currently, schools surround themselves with curriculums based upon learning methods such as memorization, etc. (76). However, this approach at teaching is quite unnecessary in the real world. What is necessary to know in a real world setting is something such as unstructured scenarios in which one must solve. This knowing can only be learned through practical understanding, and not necessarily taught (76). In fact, this more needed understanding can even interfere with the methods one is taught, such as reasoning in specific procedures (76). 

Apart from this slight problem Leonard J. Waks talks about in the article, he also offers a few suggestions on aligning education with the real world. He discusses high-tech media, and its need in the classroom (77). The realization is that students access technology outside of school quite a lot, and lesson plans need to meet this standard. Curriculums need to keep up with the students knowing in technology to align with the global network society (77). The trends in education need to keep up with the students’ lives, and while activities in life advance, the curriculum must work around this as well.

For one to build upon these educational trends, it’s important to acknowledge daily life outside of school. Educators could use data on what’s best for students, understand students on a global basis, and acknowledge the lives students live outside of classes. For example, the newest technology should be used to advance the students’ learning, as well as align with the skills students may already know from owning technology in their own lives. When the world advances, the schools should incorporate this into learning in the best methods for their students.

Works Cited

Waks, Leonard J. “John Dewey and the Challenge of Progressive Education”. International Journal of Progressive Education, Volume 9. 2013. PDF File.

The article, “What Kind of Citizen? The Politics of Educating for Democracy” by Joel Westheimer talks about three kinds of citizens – the personally responsible citizen, the participatory citizen, and the justice-oriented citizen (Westheimer 240). These types of citizens are what education hopes to achieve, and curriculum bases some of its focus around. 

One example I thought of regarding citizenship is our high school’s usage of food resources. I remember quite a few food drives that were available, helping students become personally responsible and participatory citizens. Although this may not necessarily contribute to the justice-oriented citizen, it portrays a few elements of the other kinds of citizens. An example of teaching that focused on the justice-oriented citizen I can think of, is one teacher that taught us about equality and injustices. I remember we learned a few days worth of content around poverty, inequality and world issues. This relates to the justice-oriented citizen, as we learned the reasonings behind these issues, instead of more surface-level content.

Although I could think of a few options our high school offered, there were a few things that could’ve been improved, in example, learning about why a food drive is necessary instead of just contributing could also result in the justice-oriented citizen. However, the learning of world issues and their reasonings could help students become all three types of citizens.

This type of instruction in curriculum shows that although there may be a few elements of students becoming justice-oriented, the main focus is personally responsible and participatory citizens. Although all three kinds of citizens are great, it’s helpful for students to become justice-oriented as it’s easier to help society. 

Works Cited

Westheimer, Joel. “What Kind of Citizen? The Politics of Educating for Democracy”. American Educational Research Journal, 2004. 

There are many qualities when talking about curriculum. Curriculum is not always based on education in itself, but also focuses on helping students for the future. 

Many qualities regarding curriculum are based upon personal ideologies, which can cause disagreements about the learning subjects taught. For example, even if the people writing the curriculum requirements are all experts, they are still experts with different methods. Someone such as an elementary school teacher will have great ideas on the attention spans, needs, and learning levels of their students, whereas a high school math teacher will focus on mathematical methods, research, and learning levels in math specifically. Although nobody is wrong, these specifications in education will create difficulties in creating a one-size-fits-all curriculum. 

There is also quite a lot to consider when creating a curriculum, it fits the needs of multiple experts’ voices, opinions, and ideas. Curriculum is meant to teach students, and also to help them in the future. This isn’t based around the viewpoint of one individual, there are a lot of individuals who contributed to the success of curriculums. Curriculum focuses on ideas, methods, and research, and is designed to help students in specified subjects, and in general.

There are many ways to address the methods that curriculums hold that may be viewed as homophobic, biphobic, transphobic, and overall offensive to the LGBTQ+ community. In general, one of the first steps to fixing a problem, is acknowledging that problem. If schools pretend there isn’t issues with certain teaching systems, there is no way to bring change upon those problematic ways. Schools should find the qualities that could be improved, and bring in more accepting ideologies that aren’t oppressive.

To me, integrating queerness into a classroom focuses on accepting, and creating an environment where ‘normalities’ presumptions aren’t visible. When I say this, I refer to the ideologies around heteronormative views. One can think that the ‘normal’ lifestyle is for straight individuals, but this is very unfair to those who identify as something within the LGBTQ+ community. In example, pronouns tend to be presumed within classrooms. Based upon looks, names, or even clothing, people within a classroom could quite easily misgender someone. This can also show heteronormative ideologies, as pronoun presumptions are based upon gender roles. Students and educators should be able to identify however they choose, and in my opinion, bringing up the topic of pronouns in a classroom could be quite helpful. Above all else, integrating queerness in the classroom should include understanding, respect, and acceptance for everyone within the school.

It would be unfair to create a classroom environment that doesn’t learn about sexuality. Learning about this is important for students to understand those around them, and it also helps acknowledge issues in society. If students learned about the LGBTQ+ community in class, it won’t seem ‘abnormal’ like heteronormative ideologies may suggest. If schools would focus on all sexualities, instead of only straight people, students would understand that everyone is different, and not everyone is straight. This could stop a lot of rudeness between students, as learning about the LGBTQ+ community in school would stop the separation that students may feel exists. LGBTQ+ students wouldn’t need to be seen as ‘not straight’, they could be seen as themselves, however they identify.

According to ‘common sense’, a ‘good’ student is one who is not loud or rowdy, follows instructions, and listens quietly (“Kumashiro Chapter 2”). This presumption can be quite a problematic one. Not all students who are loud, rambunctious, or can’t sit still behave in this manner because they are not ‘good’ students. In fact, the term ‘good student’ in itself can be seen as problematic, why are we judging students based upon their learning behaviours? Every student is different, and that mentality applies to learning as well. Why are we categorizing students as ‘good’ or ‘not good’ based solely on how they follow instructions that only apply to a textbook classroom?

Students who are privileged from this presumption of a ‘good’ student, are those without mental/physical/learning disorders, and those who learn best in a textbook classroom. Many students may not sit still, may be loud, and may not listen because of learning disabilities. Of course, this is not a fault of anyone’s, but yet people may see them as being someone that’s not a ‘good’ student. Some students may also just learn differently, and the sitting-in-a-desk method may not help them learn. 

There is a history of the presumption of a ‘good’ student. A History of Education by F. V. N. Painter tells us, “it is clear that education, both in its subjects and methods of instruction, should have some reference to the demands of practical life” (Painter, F. V. N. 3). This shows that even in history the learning type of schools was product based, and a ‘good’ student was one who could follow instructions based on what was considered necessary to learn.

Works Cited

Painter, F. V. N. A History of Education. University of California Libraries. New York : D. Appleton, 1886. Internet Archive, archive.org/details/historyofeducati00painiala. 

“Kumashiro Chapter 2” Google Drive, Google, drive.google.com/file/d/1kkJc7k2AyKB-Usl3pujiMAeWpfzmpZRK/view. PDF.