Author Archives: Morgan Thibodeau

Blog Post 8: Curriculum as Literacy

Colonialism is defined as the complete or partial takeover of another country. It is often linked with assimilation, the absorbing of the colonized culture into the now dominant society. Although my personal identity has not been stolen by math, it is still apparent that throughout my high school years mathematics has catered to one specific …

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Blog Post 7

A common theme in classroom reading is the study of old English literature. Although these novels are rightfully considered “classics,” they only represent the perspective of one specific type of person, typically the privileged members of society. It would seem simple to explore different perspectives from different minority groups, but stereotypes are more often than …

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Blog Post 6: Curriculum Policy

Levin’s article states that curriculum is a statement of what students are expected to do in the classroom. Politics are presented as a defining factor of curriculum through policy, which are the rules and procedures that are present in communities. How and what education is provided and who provides it are some elements implemented by …

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Blog Post 5: Curriculum as Place

Teachers such as the intern mentioned in the post often question themselves and the curriculum’s contents, especially regarding First Nations peoples. We may ask ourselves why it is important to learn about First Nation values and treaties when there are few to none present in the class. The reason is that even if our schools …

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Blog Post 4

Ideas of reinhabitation and decolonization seem similar based on word definitions, but they actually differ in significant ways. Reinhabitation is fundamentally about remembering past ways and developing upon existing ways of living, while decolonization focuses on changing potentially harmful beliefs that affect others. In Learning from Place by Restoule, the author details an expedition about the …

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Weekly Plans Week 3

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Assignment 1 Plans

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The Problem With Common Sense

While living in a village in Nepal, Kumashiro is taught many important lessons that are seen as “common sense,” which are taken for granted because of their widespread familiarity.  However, this proves to be difficult because his previous familiarity with teaching customs proves to be different from that of Nepalese traditions. This may be by …

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Curriculum Theory and Practice

There are several ways to interpret and analyze a curriculum; four of which are explained in an article by M. K. Smith. The first is a body of knowledge to be transmitted, or a syllabus. A syllabus is a brief statement that outlines the contents of a series of lectures. Those who use this method …

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