Mathematics is a subject that I feel is always held to high standards, but within math I always experienced that only certain students succeed. Personally I have always been fairly good at math, the numbers and theories have always made sense to me and it came easy. Despite my good experiences within my math classrooms I know while I was succeeding some of my peers who sat in the same lessons as me, struggled. Math, I feel has always been geared towards students who understand the content and there is very little room for difference or diversity. Mathematics I have always seen as either your answer is right or wrong, because that is how it was presented to me growing up. By acknowledging different ways of thinking and potentially out of the box analogies a new side of mathematics can be discovered, one that may be more beneficial for all students.

Three ways that I found Inuit Mathematics challenges Eurocentric ideas were:

• The idea that the mathematical world is separate from the everyday world. In Eurocentric beliefs we see how math equations can help us in our everyday life but in Inuit Mathematics they move way from that idea and see it as two separate worlds.
• That in  grade 1,2 and 3, they learn in their own language as well as learning to count in their own language. I argue that this goes against Eurocentric ideas because they are not conforming right away to the expected norm and teaching in English.
• Tradition Inuit teaching is shaped around “observing an elder or listening to enigmas” (Poirier, 2007, p.55). Inuit teaching moves away from the Eurocentric methods of pencil and paper exercises.

Sources Referenced

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

Teachers can maximize engagement with multilingual students by bringing in and allowing expression within different languages. With not only acknowledgment but also incorporation all students can experience diverse languages. It is important to allow multilingual students the opportunity to express themselves in their native language rather than only the social “normal” language of the area. As mentioned in the reading, the integration of multilingual literature within libraries, classrooms, and the home can help grow all students’ awareness and knowledge of diverse languages. This implementation of multilingual literature allows students who aren’t multilingual to understand an aspect of their peer’s culture and language. I think that allowing students to produce multilingual projects in the classroom is another way that students can embrace their language rather than just conforming to the expected language used.

The curriculum in place basically uses the method of avoiding the topic of gender and sexual diversity within the classroom. By having educators, and schools as a whole advocate for these students and people we could begin to see a change in perspective toward gender and sexual orientation. The Government of Saskatchewan states that the goal is to create “safe and inclusive environments where student success is a priority and everyone feels included, protected, and respected”(2015, p.1). Although this statement doesn’t directly state gender and sexual diversity, it can be inferred that the acknowledgment and understanding of it must happen. I feel that inclusion is very important, and every student deserves to feel comfortable within their classroom and that means bringing in knowledge and understanding of gender and sexual diversity. This can look many ways, it can be conversations, using preferred pronouns, bringing in diverse literature, and allowing creative freedom and expression. By having a curriculum that actively avoids the topic we are acting in oppressing the queer and trans people. A change starts with the inclusion of it within the classroom and it would be my role as an educator to create that safe space for my students. With the influence of educators then ideally whole schools taking part in advocating there will be the inclusion of queer or trans people despite the fact that it is not directly stated within our everyday curriculum.

Sources Referenced

Saskatchewan Ministry of Education. (2015). Deepening the discussion: Gender and sexual diversity.

When entering a classroom of majority settlers students it is important to understand and be able to explain the purpose and importance of treaty education. I feel that by beginning a lesson on why Treaty education is important to settler students who don’t identify as Indigenous, the student may connect and become more open to learning. Once students have an understanding of how Treaty and Indigenous ceremonies affected them and the land that they know as a home they may be more willing to learn deeper so that they can grow their connections. As an educator, you must remember the importance of what you teach and push through despite the potential of hard times. Treaty education is important as it allows students to understand Canadian history as Indigenous people had a huge role in the molding of what we now know as Canada.

The saying ‘We are all Treaty people’ is true and will remain to be true. Our students must understand how they fit into the Treaties as settler Canadians. Teaching Indigenous perspectives is important because those ways of learning and doing are native to Canada and they can help shape our student’s understandings of diversity and inclusion. By having Treaty education in the curriculum I see an effort toward relationships between Indigenous and settler Canadians. There is a Cree word that I feel is important within Treaty education, ‘Wahkotowin’, this word represents relationship and how we are all connected. It is teaching Treaty education that will further the relationships with Indigenous people and how we can all share and build connection and understanding of diverse ways of knowing and doing.

As an English Major and a future English teacher, I found this article extremely interesting in the discussion of pedagogy and teaching approaches. I think it is hard to determine what my future classroom is going to look like because as an educator it is important for me to adjust my teaching to the students that will be in front of me. I don’t have a set way my classroom has to look as my teaching will be influenced by the unique needs of my students. However, I do know that I want my classroom to feel safe for all students. I want my classroom to be built of relationships and trust that is fueled by mutual understanding. I want the sounds and discussions in my classroom to be open to all and filled with many different perspectives. Something I loved about my high school English teacher is that she brought in literature from multiple different cultural backgrounds so every student was able to think critically about different cultures and how they may have differed from our own common thinking. This article talks about how to teach for diverse understanding and achievement. How I go about educating my students, and what works best for them is yet to be determined. Overall, I think that by allowing an open, safe, and understanding space I will be creating a culturally relevant classroom for my students.

Sources Referenced

Lopez, A. (2011). Culturally relevant pedagogy and critical literacy in diverse English classrooms: A case study of a secondary English teacher’s activism and agency. English Teaching: Practice and Critique, 10(4), 75-93.

Hip Hop can promote social justice and youth activism as it is a connection between education and youth culture. It is understanding and participating in these cultural aspects of hip-hop that can further both student participation and educator understanding. Considering the impact that hip hop has on youth lives it makes sense that an educator should be bringing it into the classroom. The article mentions how hip-hop is often seen as a leisure activity done outside of school and the education system. Bringing hip-hop into the classroom could create a better school community based on interest and diverse understanding. With a deeper understanding of the origins of hip-hop students, may speak up and advocate further for diverse cultural understandings.

The concept of critical consciousness may be present within students through hip-hop due to their increased interest in learning as well as their own deeper cultural understanding. The article argues that hip-hop carries cultural aspects surrounding “the long history of the Black freedom struggle” (Akom, 2009, p.53), so by gaining an understanding of hip-hop students and educators can also understand the history and different cultural diversities.

Sources Referenced

Akom, A. A. (2009). “Critical Hip Hop Pedagogy as a Form of Liberatory Praxis.” Equity & Excellence in Education, vol. 42, no. 1, 2009, pp. 52–66., https://doi.org/10.1080/10665680802612519.

Citizenship looks different for every person. To say that someone is a good citizen doesn’t feel right to me. I think that the role of education in creating good citizens is not as important as just creating students who feel happy within themselves. I feel that it is hard to determine what a good citizen would be, I think that there are obvious labels that could be placed on citizenship but then I would be placing certain attributes into a category and leaving the rest separate. I feel that morals are important and the video with Joel Westheimer talks about citizenship and the role of students well. He mentions how we should be familiarizing students with “different perspectives” that come with politics and how a school can bring politics in to support a form of intellectual understanding. I feel that an open understanding is important in education, and I feel the same about citizenship. I think that it would be great to have students who are active within society and good citizens but realistically there have to be developmental steps before that, including happy and confident students who take the effort to understand the world around them.

Citizenship and Treaty education can be connected to the need for Treaty education within the curriculum. Citizenship and involvement can support students in understanding the world which may guide a more inclusive and influential Treaty education. Understanding other people and the past can guide a form of education that steps away from colonial-based actions and methods of teaching and understanding. With the actions of justice oriented citizens we can see change towards a more just Treaty education.

Levin’s article “” states that “curriculum is defined as an official statement of what students are expected to know and be able to do”(2008, p.8) this perspective on curriculum shows how important curriculum will impact students. Levin’s article focuses on who makes these decisions on what is important for students to learn. Before reading Levin’s article I never recognized the political influence that is placed on curriculum content. I found it hard to believe just how much political power influences the levels of importance placed on different academic subjects. Although I did not notice it before it makes sense considering how largely politics influences many aspects of societal choice. The idea of “public policy” (Levin, 2008,p.8) also influences curriculum content and how specific material makes it into the curriculum. The curriculum itself is an example of public policy in place to push forward specific topics and lessons that select people feel are important. The political beliefs that hold power will influence the content that is in place within the curriculum. Considering curriculum as a policy that must be enforced we see specific ideas of importance through what is taught within schools. It is odd to me how little influence actual educators hold in curriculum decisions and how the political government’s opinions out way educators in what is important within education.

With Levin’s article and the Treaty Education Document, I can see how politics have influenced the ideas and the language used while talking about Treaty Education. Although it is a good thing to be implementing Treaty education, the outcomes, and indicators meet a few brief and small sections within the curriculum. Potentially treaty education does not hold the same ‘political importance’ as say subjects such as English or Math. Therefore, we do see it as prominent in our curriculum. Despite the fact that we are all Treaty people and should learn to recognize the importance of that within our everyday lives.

Sources Referenced

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)

Saskatchewan Ministry of Education. (2013). Treaty Education Outcomes and Indicators.

Within the common sense narrative, a good student would meet academic goals, sit nicely, be obedient to instruction, function to academic standards, and also be white.  The idea of common sense segregates the students that do not fit into these expectations. In Kumashiro’s article “Against Common Sense” he says, “[I]t almost seemed as if the student that the school and I wanted M to be was not a student that M could be.”(p.20) This quote resonated with me because I feel that it perfectly depicts what following common sense beliefs can lead to. Kumashiro’s article describes how educators following common sense may feel failure when a student doesn’t meet their expectations of what student success should look like, but often students may just learn in different ways that aren’t standardized in education. It is the neurotypical wealthy white students who benefit from the common sense expectations in education. They benefit because the education system historically and presently is created to support those students over others.

It is mentioned in A History of Education that the good student was influenced by “social, religious, and political conditions”(Painter, 1886, p.7) as they influenced the education that was made available. Different students were either offered or denied education depending on different aspects. Even today we see different education offered to different classes or groups of people i.e. public, private, or public schools. The underlying beliefs that came from the history of education are still present today as education expectation are still rooted in similar goals for student success.

Sources Referenced

Kumashiro, K. K. (2010). Against Common Sense. Teaching and Learning Toward Social Justice.

Painter, F. V. N. (1886). A History of Education. New York : D. Appleton.