Mathematics, as it is often taught, relies heavily on Eurocentric perspectives and ways of thinking, which can marginalize and exclude students who come from different cultural backgrounds. Little Bear (2000) highlights this issue by stating that “one can summarize the value systems of Western Europeans as being linear and singular, static, and objective” (p.82). Mathematics education tends to prioritize memorization and rote learning, which can be challenging for students who learn best through more experiential and interactive methods. Additionally, the focus on individual achievement and competition in mathematics education can contribute to feelings of alienation and isolation among students who value collaboration and community-oriented learning. Although I have never felt…

Engaging multilingual students is crucial for their academic success and overall well-being. Language and cultural diversity bring a unique set of challenges to the classroom, and teachers need to recognize and address these challenges to create a learning environment that supports all students. When multilingual students feel engaged and connected to their learning, they are more likely to participate actively, take risks, and develop their language proficiency. This engagement can lead to increased self-confidence, motivation, and a sense of belonging in the classroom. Conversely, when multilingual students feel excluded or disengaged, they may experience feelings of isolation, frustration, and lower self-esteem. Thus, it is essential for teachers to create a…

As we strive towards building more inclusive and diverse communities, it is crucial to acknowledge that many of our educational systems are intrinsically oppressive towards queer and trans individuals. These oppressive structures exist in our curriculum, learning materials, and even in our classroom environments. Addressing these issues is essential if we want to create a safe and welcoming space for all students, regardless of their sexual orientation or gender identity. One of the first steps towards addressing the ways in which our educational systems are oppressive is to review our curriculum and learning materials. We must look for biases and gaps in representation by analyzing the language used, the subjects…

The purpose of teaching Treaty Ed and FNMI Content and Perspectives is to provide students with a comprehensive understanding of the history, culture, and contributions of Indigenous peoples to Canada. It goes beyond simply promoting cultural awareness or meeting curriculum standards. Treaty Ed is a necessary part of reconciliation efforts, acknowledging the past and present relationships between Indigenous peoples and settlers here in Canada. It involves understanding the treaties that were signed, and the rights and responsibilities that were established through those treaties. This understanding is essential for all Canadians, regardless of their ethnic background, because the treaties affect the land, resources, and relationships that we all share as Treaty…

Culturally relevant pedagogy is an approach to teaching that recognizes and values the cultural background and experiences of students. It aims to create a learning environment that is inclusive, respectful, and relevant to the lives of students. Here are some ways that culturally relevant pedagogy might look, sound, and feel in my future classroom: Incorporating students’ cultural backgrounds and experiences into the curriculum: I will ensure I am designing my lessons and activities with the cultural diversity of my students in mind. I will incorporate literature, art and music from different cultures into my classroom. Providing opportunities for students to share their own experiences: I will create a safe and…

It is clear that new educational trends need to be understood in relation to the global network context, where economic concerns are driving non-economic educational values. The privatization of public education and the imposition of standardized testing are splintering support for democratic public education. This has in turn weakened the democratic role of national governments and has granted corporations inappropriate influence over educational policy (Dewey, 2013). Furthermore, different groups in contemporary society have been forming conflicting, postmodern identities, which makes forging a democratic consensus more challenging. The current project of ensuring equal access to high-technology educational opportunities and forming effective teaching methods for learners from disadvantaged groups only addresses the…

Citizenship is the status of being a member of a particular country and having the rights and privileges that come with that membership. In general, citizenship is acquired either through birth within a country’s territory or through a process where an individual applies for and is granted citizenship by a country. As a citizen, an individual typically has the right to vote, work, own property, receive protection and assistance from their government, and participate in the political process. Citizenship can also be connected to national identity and a sense of belonging to a particular country and its culture. The specific rights, privileges, and responsibilities associated with citizenship vary from country…

Levin’s article exhibits that the construction of the curriculum is largely influenced by politics. “Policies govern just about every aspect of education – what schooling is provided, how, to whom, in what form, by whom, with what resources, and so on” (Levin, 2008). There are many different people who are involved in the creation of a new curriculum or the revision of an old curriculum. Before reading Levin’s article, I was unaware of how big of an impact politics played in the creation of a curriculum, and within education as a whole. Although I had never noticed the major political influence placed on different areas of academia, it makes sense…

A “good” student can be defined in many different ways and has been defined by many different people. In Kumashiro’s article, society and schools define a “good” student as a child who behaves and thinks in a certain way; a way that is believed to be the “only right way” (2010). Educators feel a great amount of pressure from within the schools and the greater public to produce the “proper” type of student. This type of student is understood through commonsense to be a child who: participates, respects others, follows directions, offers to help out, follows rules, uses a quiet voice, pays attention, asks questions, is ready to learn, and…

The hidden curriculum is made up of the implicit, unstated lessons that are delivered in educational settings via school structures, curricular materials, and instructional practices enacted by the teacher. For example, school faculty or administrators may never make explicit the values of hard work, obedience, conformity, and persistence, but these values will be taught every day in subtle ways. “In my second year teaching at the elementary level, two biracial first graders told a Black child that she could not play because her skin was too dark. I found myself, a white female teacher, using the language of the bullying prevention programme to ignore the racialized nature of the incident…