Author Archives: Savannah Gessner

Question: 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” (see Chimamanda Adichie’s talk, viewed in lecture) … Continue reading →

Question: Part 1: At the beginning of the reading, Leroy Little Bear (2000) states that colonialism “tries to maintain a singular social order by means of force and law, suppressing the diversity of human worldviews. … Typically, this proposition creates … Continue reading →

Question: 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? What does it mean for your understanding of … Continue reading →

Question: 1) [Culturally relevant pedagogy and critical literacy in diverse English classrooms: A case study of a secondary English teacher’s activism and agency]: What will culturally relevant pedagogy look like, sound like, feel like, in your future classroom? 2) [Placing elementary … Continue reading →

Question:  [John Dewey and the Challenge of Progressive Education]: How can we understand new educational trends in relation to the global network context? How may we build upon and direct these new educational trends to realize the contemporary democratic aspirations … Continue reading →

Question: Respond on your blog in a post (not on a page) to the following: [What kind of Citizen? The Politics of Educating for Democracy]: What examples of citizenship education do you remember from your K-12 schooling? What types of citizenship … Continue reading →

Question: Although curriculum is a fundamental part of the framework of schooling, curriculum decisions and choices are shaped in large measure by other considerations—ideology, personal values, issues in the public domain, and interests. Curriculum decisions are often part of a … Continue reading →

Question: How might we begin to address the ways in which the systems that we teach our curriculum in are intrinsically homophonic, transphobic, biphobic and oppressive towards queer and trans people? What does integrating queerness into curriculum studies mean to … Continue reading →