In my video, I decided to make an art work while talking about the summary and experiences during the semester. The art work represents the class together sharing sharing our perspectives and experiences. The different colours and unique style of each person symbolizes the different and unique perspective of each student and leader in the class. By sharing their experiences, it creates another “row” or “level” to the piece as well as our discussion in class allowing all the benefit. I’ve formatted the piece for the people to look like they are sitting in rows to draw parallels of the structure of the lectures. Creating an art work is something that I have learned as a way of reflection from another class and I wanted to bring that here to my ECS blog as well.
1) 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?
a. Math during my schooling was never a problem for me. I was never the one to get the highest grade but I believe I was always competent in most subjects and went through school pretty normally. but one thing that have bothered me is when teachers randomly ask students to come up to the board and solve problems in front of the whole class. This seemed like a public execution especially if you don’t know what your doing. this type of punishment can be really oppressive and traumatic for students to go through. I am in my pre-internship and is in the classroom I have observed that one of the ways for students to be isolated during a math class is being behind in material. Math is a class that builds upon each lesson so being behind as a student gives you the responsibility to catch up with the rest of the class. Many a times students are asked to go out of the hallway and work on their own and I find this very isolating. not being with the class and being separated creates a them and us situation where the students may feel segregated.
2) Identify at least three ways in which Inuit mathematics challenge Eurocentric ideas about the purposes mathematics and the way we learn it.
b. Inuit Mathematics focus more on the natural, independently continuing and changing occurrences and events. the same could be said when instead of relying on pen and paper they make use of knowledge from elders having students listen and observe.
Growing up in the Philippines, and I think that every filipino Mom and Dad have imbedded it to their children that EVERYTHING and ANYTHING is possible if you work hard enough. As I grow up I am now more aware of the differences and diversities that present really hard barriers to be able to achieve everything and anything. I often find myself thinking tat if I can do something I’m sure everyone can but this disables the different lifestyles, perspectives and experiences that everyone goes through differently. having this perspective as a teacher is dangerous, I need to be able to be aware of the different needs of my students and not expect all my students to immediately get what I want them to.
Levin describes the process of developing and implementing a new curriculum as such: “examining the existing curriculum, gathering data as to the strengths and weaknesses of current arrangements, considering various ideas for changes, and trying to arrive at consensus on recommendations for the new curriculum”. though it may look reasonable this process could take forever and it usually does. gathering data, assessing its strengths and weakness, and considering the different various ideas for change are highly political which could derail the whole process. Everybody has their own opinion and many are opposing sides and these debates wether one way is right or wrong is highly political, many times religious prolonging the process. When the new curriculum finally gets processed and is now time to be implemented, society has already moved another leap and a new curriculum may already be needed for development. The curriculum has been playing this game of tag that it never wins. I may sound idealistic and too optimistic but seeing as one of the definitions of school is to “prepare students for the future” shouldn’t the curriculum, what we teach to students, be ahead and not behind?
Treaty education came from the ties with the Indian act and the Metis act deeming the influence of government and political movements in curriculum. Due to the woke-ness of the present we are now more in line with knowing that subjects such as treaty ed and first nations education should be taught and present in schools unlike in the past. Treaty ED now is being implemented and is also being dissected, seeing that altho it is a great step with truth and reconciliation it still has work and development to be doing as we continue to more social justice driven society.
Treaty Ed to me is all about representation. the importance of giving first nations peoples to have a the platform to speak and voice their opinion, be represented and have time to tell their stories. Not having a First Nation population in your school makes this even more important. that means that there is no First Nation representation in your classroom or school. that a First Nation perspective is not visible or present to correct false statements, to point out stereotypes, to disprove racism and to show that they are real people that breathe and live. the classroom and the school is supposed to be a microcosm of the world and community they live in and if First Nation people are not represented, this could be represented as messages that they not exist or matter enough to be included and represented. There might not be First Nations students in the school but they are certainly in their communities and lives. teaching Treaty Ed isn’t just about residential schools but its also about resurfacing and deconstructing biases and stereotypes to influence not only our First Nations students but us all treaty people.
we all have been affected by the history of Canada and the land and its important to revisit these events to realize that we are all connected colonialism and treaties. to realize that treaties may have been signed years ago but they are still in effect, relevant and of today.
The article focuses on the importance of place in education and the connection that can be made between nature and humans that is prevalent in many traditional ways of learning. We can see the different learning and growing opportunities that can be harvested.
Growing up as a grandson of a farmer in the Philippines I find great value from the land and the various learning opportunities that can arise. My grandpa revealed to me the importance of rice and the significant history it has in our culture. Not only that being with the land has exposed me to opportunities with caring for and growing various plants and animals such as water buffalos and sugar cane. Each experience has led to a fun learning opportunity.
Place in education will be something I would be keeping in mind as a future educator. Not only does it incorporate the rich biodiversity of Saskatchewan but also the rich historical, cultural, traditional indigenous ways of knowing. Resources such as elders can bring in valuable perspectives and knowledge that can open my pedagogy to more indigenous teaching and traditional ways of knowing which could possible eradicate or simply lessen the influence of colonization and other oppressions that are present in todays classrooms.
When someone mentions a good student, we automatically go to the commonsensical idea of a quiet child seating in a desk, raising their hand when answering a question and only speaking when addressed. Kumashiro challenges these beliefs by posting out that each and every student has different needs and circumstances that can’t fit into this model of a “Good Student”. Students that don’t fit into the created mold of a good student are labeled as delinquents and often seen as misbehaving kids. We as future educator should reflect back on our clear cut expectations of what good and bad students behaviours and actions are. Students should be able to be great students without conforming to the commonsensical ideals that we have followed and prescribed.
Many students have figured out that ignorer to succeed in school its not important to find the right answer but to find the teachers answer. By pleasing the one who gives the marks and grades they disregard the aspect of looking for more and connecting with the material and subjects given. Students should be encouraged and motivated to look further into their selfs and their community connecting the various ideals and concepts that is being taught in classrooms. As a future educator I believe that opens and the ability to adapt and accommodate every type of learning the classroom we can create a motivated, inclusive, welcoming classroom environment that can allow all students to become “Good Students”