ECS 210

March 22, 2019 Blog Post #10

  1. How has your upbringing/schooling shaped how you you “read the world?” What biases and lenses do you bring to the classroom? How might we unlearn / work against these biases?

I grew up in the inner city and went to an inner city school. When you attend an inner city school the teachers automatically treat you differently. They think you aren’t smart, think you live in a single family household, think you are not capable to do things for yourself. Being surrounded by that type of bias made me also see the world in those lenses. Being in the inner city anytime I would walk around downtown I automatically thought they were no good, and not smart or skilled enough to do things on their own. The lenses I brought to the classroom is using the teachers biases to my benefit. For example not doing homework because they will understand why I didn’t do it (not capable, or did not have the support from home). We can work against these biases by not believing them. Get to know your students and not pre judge them because of where they live or the colour of their skin etc.


  1. Which “single stories” were present in your own schooling? Whose truth mattered?

A single story that was presented in my schooling was that money mattered more than anything. When we learned about famous people or people who influenced the world it was usually people who had money or came from money. They put these people on a pedestal and made use think that we had to come from money in order to be successful. If your family was poor or didn’t come from money you basically couldn’t be successful. We never heard stories of an minority being successful.

ECS 210

March 15th, 2019 Blog Post #9

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 oppression and discrimination” (p. 77). Think back on your experiences of the teaching and learning of mathematics — were there aspects of it that were oppressive and/or discriminating for you or other students?

Thinking back to my experiences of mathematics was a rollercoaster for me. I really enjoyed math and worked hard at it until I got to high school. In high school when I was learning math I had a teacher (who was a male) that would only accept a certain way to the correct answer and if your work was not like the teachers it was wrong no matter what. If you did not get math or was not as strong as other students, you were looked at differently. In the teachers eyes you weren’t smart and alot of people felt bad about themselves. I really enjoyed math but in grade 10 my teacher made me hate it and after grade 10 I took the basic math. Which in my opinion, was the best for me because I learned more real life math that benefitted me. However, because I did not take pre cal, everyone said you wont get into university etc.

2. After reading Poirier’s article: Teaching mathematics and the Inuit Community, identify at least three ways in which Inuit mathematics challenge Eurocentric ideas about the purposes mathematics and the way we learn it.

One way in which Inuit Mathematics challenges Eurocentric ideas is that Inuit students learn math in base twenty. To me I first thought this was crazy however, when Gale explained why they do that, it made more sense and made me question why we do not do that. Another way the Inuit community challenges eurocentric ideas is that when they are learning math, they go out in real life instead of staying in the class with paper and pens. Finally, the Inuit community using their body for measurement which is something very unique and different.

ECS 210

March 8th, 2019 Blog Post #8

What examples of citizenship education do you remember from your K-12 schooling? What types of citizenship (e.g. which of the three types mentioned in the article) were the focus? Explore what this approach to the curriculum made (im)possible in regards to citizenship.

During elementary school I can remember learning about citizenship at a young age. We were taught that sharing is caring, treat others the way you wanted to treated, help in any way you can etc. This was something that everyone was taught in grade 1 and kept learning more things related to citizenship as we went on in school. We learned about the government, we learned about how other people obtain citizenship. One specific thing I can remember was when I was in grade 7 and 8 we did Halloween for hunger so instead of going out and asking for candy we would ask for non-perishable food items to give away to people in need. In addition, in high school we got credit for having a certain amount of hours giving back to the community, so that was something I did throughout my high school years.

Reading the article the 3 types of citizenship that was the focus was personally responsible citizen, participatory citizen and the justice oriented citizen. In my schooling we were taught to be personally responsible citizens. This approach to the curriculum made it possible for everyone in the school to be a responsible citizens. It gave students who aren’t from this country to see what it is like to be “Canadian”. It made it possible for students to understand why it is important to give back. However, I do wish we learned more about the other types of citizenship as those are important as well.

ECS 210

March 1st, 2019 Blog Post #7

  1. 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?


I think the purpose of teaching Treaty Ed to students who have few or no First Nations, Metis or Inuit people is to recognize our Canadian Identity. Without having Indigenous students in some schools, students will never know how to interact with them or may even think they do not exist. In addition, the purpose of teaching treaty education whether or not you have Indigenous people in your class is because it is apart of the curriculum and it is part of our identity in Canada. Not knowing anything about treaty education, students are missing a big part of Canadian History. Students in this generation need to know why it is important to learn about treaty education, it will help then interact with Indigenous people and also help them value them more.


  1. What does it mean for your understanding of curriculum that “We are all treaty people”?


My understanding to “We are all treaty people” is that even though we are not Indigenous people, the treaties affect everyone living in Canada. Everyone living in Canada are treaty people and have rights and responsibilities. We all play a part and benefit from treaty land. With our housing, schooling, building etc. because it’s on treaty land and we use it.

ECS 210

Feb 15th, 2019 Blog Post #6


  1. List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.

Throughout the article reinhabitation and decolonization were constantly taking place. It was nice seeing reinhabitation when the youths and adults went on the river trip. On the trip they all shared knowledge about the relationships between the land and water. They all learned from one another which was nice to read about. The overall trip reconnected the youth to nature intellectually, emotionally, socially, physically and spiritually. The elders explained the history and their knowledge to the youth about their culture that seemed to be disappearing. Decolonization took place in the article when the territory land was regulated, divided and parceled into crown land, treaty land and reserve spaces. Which ended up causing a loss of connection between the people and land. The overall indigenous culture was lost because of assimilation by the settlers.

  1. How might you adapt these ideas towards considering place in your own subject areas and teaching?

Being a physical education major a lot of learning can be taught from one another. Being on treaty land I think it is important that I learn traditional indigenous games so I can teach to my class. Also learning outdoors is very important as we saw in the article. There are just somethings we cannot teach or learn unless we are outdoors and exploring.

ECS 210

Feb 8th, 2019 Blog Post #5

Before the reading

I think that the school curricula is developed by retired teachers and people who think that know what is best for students. I think the people who write the curricula have to include many people’s input in the final decision which makes their job difficult. I also believe that the curricula is made off of standardized testing.


After the reading

I learned that the development and implementation of curriculum is not easy and takes a lot of time. When you want to create or revise the curriculum there is four steps you must go through in order to do so. Which is examining the curriculum, listing the strength and weaknesses, consider the different ideas of change and finally trying to arrive to consensus on recommendations. The curriculum is developed by the government and some subject experts. However, there is nobody that is actually a teacher and teaches in a class all day long. Because of this problem, the creators do not know what it is like to teach students and the time it takes to go through materials. When trying to create a new curriculum it often causes problems amongst the teachers. The teacher may not be as educated in the subject which makes it difficult for them to teach it, or there is too much material to teach and teachers have to rush and try to fit it all in. The whole process and the people who make curriculum surprises me because no one is actually a teacher, so they do not know how hard it is to teach new curriculum and they do not know if it works or not.

ECS 210

Feb 1st, 2019 Blog Post #4

A good student is someone who listens, pays attention to the teacher, does not speak out of turn and does whatever the teacher ask them. These students are seen as typical good students and anyone who isn’t like these students are seen as “bad” students. In my opinion, I believe that the students that are privileged by this definition are students that follow the rules. Also students who never question teachers or do wrong by teachers. Another type of student that is privileged by this definition is the students who learn the traditional way (one dimensional). Because of these commonsense ideas, it is made impossible to believe that as teachers we can teach in different ways. Commonsense allows us to think that everyone that goes to school learns in a traditional way. As teachers we forget to understand everyone is different and learns differently, we have to be better and throw away the idea of commonsense when it comes to teaching. We have to expect students know nothing and be willing to teach them every possible in many different ways.

ECS 210

Jan 25, 2019 Blog Post #3

“The greatest sign of success for a teacher… is to be able to say, ’The children are now working as if I did not exist” – Maria Montessori


To me Maria Montessori was before her time, being such a successful woman in her time is something unheard of. Maria studying children that did not fall under the “norm” is something very unheard of as well and makes her theory more diverse.


Education is something with so many great possibilities waiting to be explored. As a future educator my goal for students is continued growth, exploring new challenges and always pushing themselves in anything and everything they do. These goals can be made possible by the teacher but also by the student welling to be better. Reading up on Maria Montessori I feel like this quote represents her theory on education and curriculum. The quote explains the role of the teacher and student. It stands out to me and it represents how I want to teach and how I want my future students to learn. This quote makes it possible in education because a teacher’s job is to teach students to be successful not only in the classroom but also outside the classroom. In the early stages of our lives we spent more time with our teachers than we do with our parents. In my opinion teachers have to teach students not only about the curriculum, but also how to live life outside the classroom and without someone always holding their hand. This quotes goes beyond curriculum that is why I like it so much. Teachers think that if they just teach curriculum then their job is done but I do not believe that is true. If teachers are teaching students how to be independent and not always relying on someone then this quote is very possible in education. Nowadays I feel like students are having their hand held every step of the way and that is not making the student better. Education should go back to being more independent because it will only help students in the long run.

ECS 210

Jan 18, 2019 Blog Post #2

In Smith’s Curriculum Theory and Practice article I learned about the Tyler Rationale. The Tyler rationale is used in schools when teaching the curriculum. His theory was based around these four questions…

  1. What educational purposes should the school seek to attain?
  2. What educational experiences can be provided that are likely to attain these purposes?
  3. How can educational experiences be effectively organized?
  4. How can we determine whether these purposes are being attained?

As we look more in depth into this rationale, it was broken down to these 4 statements that better helped me understand his rationale which is

(1) educations aims and objectives;

(2) educations content;

(3) the organization of teaching and learning in education;

(4) and evaluation and assessment in education.

1.The ways in which you may have experience the Tyler rationale in your own schooling;

The Tyler Rationale is a very traditional way of learning and no one questioned whether it was actually beneficial. In my schools we would know exactly what to do and when to do it. For example, in one of my classes we would come in have silent reading for the first 20 minutes of class and after that everything was on the board on what you needed to do. Very little interaction with the teacher. I almost felt like a robot in school, I followed every direction the teacher gave me and caused no trouble. Being in that type of schooling system it was very easy to catch on to how things worked. Everything we did we knew that we would be tested on it at some point in time. I can recall during my early years in schools I would not really learn things but memorize everything because I knew I was going to be tested on it. Thinking back on that I really did not care if I actually knew what we were learning, as long as I did well on the test my teacher/ parents would be happy. But was I really benefiting for that?

2. What are the major limitations of the Tyler rationale/what does it make impossible

The major limitations to the Tyler rationale is that it is creating predictable students throughout the years. Every year the students will be the same because we are teaching the same way. It limits students to not be free thinkers and have their own opinions, we are teaching them not be to creative and have creative minds. It limits students to not think outside the box. The Tyler rationale focuses on what they think is most important like Math, Science and English but does not let students be great in other areas like Art, Cooking, Physical Education, Wood Working etc. Which in some cases only let students who are good in the core areas excel and everyone else not excel.

3. What are some potential benefits/what is made possible.

Some benefits about this rationale is that is teaches students to be discipline about following directions. Students will be good at doing step A then B then C.  It also helps students sticking things out to the end. I know most parents complain about our generation and say we give up too easily. This rationale will help students push through when things start to get hard. For the teachers it allows them to prepare for the students way ahead of time which makes it easier for them. The teachers become more organized on what and when they teach certain materials.

ECS 210

Jan 11/19 Blog Post 1

  • How does Kumashiro define ‘commonsense?’ Why is it so important to pay attention to the ‘commonsense’?

Kumashiro views on commonsense was very different before he went to Nepal and when he came back his views changed. He explained to us that commonsense gives us a sense of comfort. It tells us what is the norm for what teachers should be teaching and how school should run. However, he became to realize that commonsense is different for many people depending where and when they grew up. Being American, commonsense looked completely different to the people in Nepal he taught in school. Before Kumashiro went to Nepal to teach, he had his own views on commonsense about schooling and teaching which was totally different to the Nepalese student he taught. The students complained about Kumashiro teaching ways because his teaching ways were not the norm to them. Being in Nepal Kumashiro idea of commonsense had shifted and changed. He stated that “Commonsense limits what is considered to be consistent with the purpose of schooling.” He also expressed that we should challenge the idea of commonsense.


I think it is important to pay attention to commonsense because what is commonsense to me may not be commonsense to you. Those differences are often seen culturally. For example in my culture no matter who you are, if we pass each other in the street we would both say “Hi how are you” even if we do not know each other. To us that is our commonsense. However, in Canada if some stranger says that we would think that person is weird. All in all, failing to pay attention to the commonsense means not taking into consideration how people now a days are being marginalized, oppressed and even being discriminated against. You are ultimately failing to be open minded about things.