Author Archives: millarje

Here is the link to my Summary of Learning video, which is posted (unlisted) on YouTube: https://youtu.be/_tSyE1-TuIo

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? 2) Identify at least three ways in which Inuit mathematics challenge Eurocentric ideas about the purposes mathematics and the way we learn it. Reading response toContinue reading “Reading Response #9”

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” were present in your own schooling? Whose truth mattered? I was raised at the centre of things but I was not raised ignorant.Continue reading “Reading Response #8”

1) According to the Levin article, how are school curricula developed and implemented? What new information/perspectives does this reading provide about the development and implementation of school curriculum? Is there anything that surprises you or maybe that concerns you? Ben Levin argues that curricula development is a deeply political process. He explains that curricula developmentContinue reading “Reading Response #7”

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 curriculum that “We are all treaty people”? Claire says it best. In her conversation with Mike,Continue reading “Reading Response #6”

List some of the ways that you see reinhabitation and decolonization happening throughout the narrative. How might you adapt these ideas / consider place in your own subject areas and teaching? Reading response to “Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing” by Jean-Paul Restoule, Sheila Gruner and Edmund Metatawabin. Reinhabitation DuringContinue reading “Reading Response #5”

What does it mean to be a “good” student according to common sense? Which students are privileged by this definition of the good student? What is made impossible to see/understand/believe because of these common sense ideas? Reading response to Kevin Kumashiro’s chapter “Preparing Teachers for Crisis: A Sample Lesson.” According to common sense, a goodContinue reading “Reading Response #4”

Take a look at the possible scholars and/or concepts/topics.  Then, choose either a scholar or a topic/concept and begin to explore them/it. You might find a quote or an article that piques your interest. Reading Response to: Tuck, E. (2011). Humiliating ironies and dangerous dignities: A dialectic of school pushout. International Journal of Qualitative StudiesContinue reading “Reading Response #3”

What are the four models of curriculum described in the article, and what are the main benefits and/or drawbacks of each? What model(s) of curriculum were prominent in your own schooling experience? What did these models make possible/impossible in the classroom? Reading response to: Smith, M. K. (1996, 2000) ‘Curriculum theory and practice’ the encyclopaediaContinue reading “Reading Response #2”

“Let others pride themselves about how many pages they have written; I’d rather boast about the ones I’ve read.” — Jorge Luis Borges I have never blogged before and this is my first post. I plan to use this blog exclusively for ECS 210 reading responses and any other ECS 210 assignments that must beContinue reading “Welcome to my blog”