[“As a Sort of Blanket Term”: Qualitative Analysis of Queer Sexual Identity Marking]: In what ways is queer sexual identity marking both similar to and distinct from other forms of sexuality marking?  [Queering Curriculum Studies]: What does integrating queerness into curriculum studies mean to you? What will it look like, sound like, feel like in your classroom? [Post-gay, Political, and Pieced Together- Queer Expectations of Straight Allies]: This research suggests that the idea of allyship is not fixed but can vary within a marginalized population, having different meanings for different people. With this in mind, what are teacher implications for allyship? The article “As a Sort of Blanket Term” discusses…

How has your upbringing/schooling shaped how you “read the world?” What biases and lenses do you bring to the classroom? How might we unlearn / work against these biases? Which “single stories” were present in your own schooling? Whose truth mattered? My upbringing/schooling has for sure shaped how I read the world. I grew up in a white, straight, conservative and Christian/catholic household and town. Much of the schooling I received was taught through the product method; whatever the teacher said would be unquestioned. In my history class in grade 12, the federal election was approaching. Much of our studies were being revolved around it. I can remember my teacher…

Part 1: Looking back at my own experiences in elementary and high school, I can draw a few conclusions. one being that we had a lecture-based learning experience where we the students would be taking notes on the material, and the teacher would lecture us on what we should know, we then would use the notes to study and then be tested on the material. Although this method would work for a few students, it is not an ideal way of learning or teaching, for that matter, especially for me. The engagement to the content for me was not exciting, and there was zero interactive learning being applied. Little bear…

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? In Dwayne Donald’s speech, he says, ” colonialism is an extended process of denying relationships” Although some people may resent the idea of teaching Indigenous was about knowledge and perspectives they have, it is vital to do so because should be aware of the dynamics and relationships we share with them. Our responsibility as teachers is to teach the harmful and truthful knowledge that occurred in this country and on this land we share. Donald also shares ” decolonization…

1) [Culturally relevant pedagogy and critical literacy in diverse English classrooms: A case study of a secondary English teacher’s activism and agency]: In my future classroom, I hope to create an inclusive space for all. The reading states, “Students must learn to be critical, understand each other and appreciate other forms of knowledge.” (75). In my classroom, I want to display a cross-cultural setting and have plural pedagogies for students to learn from. We as teachers must be understanding and empathetic to students learning and be open-minded to the cultural backgrounds they may come from. The students should be knowledgeable about their cultural backgrounds as well as other around them.…

1) [Critical Hip Hop Pedagogy as a Form of Liberatory Praxis]: How can hip hop be used as a tool to promote social justice and youth activism in the classroom? What is the relationship between hip hop culture and the development of critical consciousness amongst students After reading the article “Critical Hip Hop Pedagogy as a form of Liberatory Praxis” by A. A. Akom, the author describes how using hip hop in the classroom allows students to connect with a creative outlet that has roots in African American culture. This topic also opens doors to the conversation about social justice issues, such as racism. This jump-starts activism in the classroom…

[Curriculum Policy and the Politics of What Should Be Learned in Schools]: Something that has become very interesting and evident to me in my journey to becoming a teacher is how much political power there is in education and the curriculum. I never realized how prevalent politics were in the design of the curriculum. I do think having some politics involved is beneficial. However, I think they should not be the only ones designing the curriculum we teachers are required to follow. Having only politics make the curriculum will lead to biased perspectives on their part, “For politicians, what people believe to be true is much more important than what…

A “good” student can be known as one who follows the basic traditional ideas of the classroom setting. Education is what is known to produce successful adults that help benefit society. The article “A History of Education” says, “Human development should be combined with practical wisdom; the school should be the natural introduction into active life.” (History of Education, 3) A “good” student should follow the guidelines and expectations set out for them in the curriculum. They need to be who society tells them to be, not whom they want to be. In the following article, “Against Commonsense,” the teacher shares her experiences with students M and N. The students…

Sexual Diversity and the Curriculum I have chosen to examine Sexual Diversity and the curriculum for my critical summary. Throughout my experience in school, I have little to no experience learning about sex or the LGBTQ+ community. In about 5th grade, we got the ever so known “talk.” This is where a nurse came in to talk to us about what it means to be a girl or a boy. They split us up by our gender; the talk was super awkward for everyone because we talked about it once one-time and never again. This experience has made me realize that the curriculum is flawed regarding essential topics like sex…