Ecs 210, Ecs 210 Reading Responses

Week 8- Schooling is Discriminatory???

After reading this, I wish I would have before I wrote my essay. A paragraph in my essay talks about the discriminatory school curriculum against Indigenous youth. My focus was math and talked about the Western style of teaching is so linear and straight forward where First Nations is not. It is about embodying human and mother nature together as one. While learning calculus 30, all we did was sit in a classroom and learn math which may have no use to many people. So looking back at this, yes math could have been discriminatory due to cultural and regional differences.

The First Nations way of learning to the European way of learning is different worlds. As stated above, they are about embodying human and mother nature together as one in their learnings. Some key differences can be described as setting, time, and strategy. The setting would be where it is taking place. Math is taught in a boring classroom, in rows, listening to a teacher. Where First Nation people would have been outside learning. They also would have been learning from both the teacher and fellow students. Time is a big thing too. There is a time limit in Math so you must finish and stress and crunch time to get it done. While on the other side, it is a more free way to learn. Finally, we have a strategy. This can encompass both setting and time but most importantly how the teacher gives information. Usually, it is from a textbook. The questions are from a textbook, etc. This may not be the best way to educate.

Ecs 210, Ecs 210 Reading Responses

Week 7- My Schooling

Overall, I had a very good high school experience. As a person, I believe it is one of the largest factors to make me who I am today as a person. It has shaped me from everything to my personality to the way I speak. I believe I brought a couple bias’s into my university career but have in a way ‘unlearn’ them. One major bias was about first nations. Due to several first nation reserves being in my surrounding area, my area had a negative view of those people because a large number of experiences with them were negative and you formed an opinion from that. Throughout university and being in the city, I can see how every culture or race has its fair share of negative people but the majority are nice and welcoming.

As a person, I never judge anyone on one-sided stories. If there is ever an altercation between two people, I will always try to hear both sides before making a judgment. For example, in high school, my two best friends may fight. One would then come to me and speak his side of the story which would almost 100% of the time favor that certain individual. I would make sure to be a supportive friend but not judge my other friend until I heard the other side. Once both sides were said I would then try to make things better on what I have been told.

Ecs 210, Ecs 210 Reading Responses

Week 6- Politics in Schools

Many people may believe that schools are well thought out, everything has a reason and will help us. An article by Ben Levin kind of puts a spotlight on that. In fact, he states how the government makes curriculums and not anyone to do with the education field. These individuals have never taught in a school or even dealt with children professionally. The needs or agenda of these high-end officials may not align with what the education field actually needs. Levin supports this theory by, “curriculum is developed by governments and other sanctioned authorities for standard use in schools across a state, province, or country”. Since the government decides the curriculum, then clearly politics would affect the curriculum. Reflecting on this article, I think the government can stay out of planning for education. I understand we need government for everything but if the individual in charge of planning what our students will learn has no practice in the educational field. He/she will never understand what truly needs to be done.

I noticed in this treaty Education document, I could make a few connections to Saskatchewan treaty ed. I saw how they both acknowledge the history and talk about different reserves and types of First nations. I also noticed how both try to be extremely politically correct. This raises a question for me. Is the government doing this just to please the first nation community or are they actually trying to educate and create change within the educational system?

Ecs 210 Reading Responses, ECS100

Week 5- Treaty Education

Treaty education is pretty prominent in the Saskatchewan, and classroom curriculum today. I believe it is important to learn about it due to our history. No matter how many minority students are in the classroom, even if there aren’t any, it still should and will be taught. History is interesting, you can both learn and change from it. If you educate our youth on treaty education, they will understand what has happened and what can be done to fix certain societal issues. If we do not learn from our history, it has a tendency to repeat itself. It is better now to become proactive, rather than reactive.

We all have to use math in our lives, so we learn it. We all have to use English one day to reading and writing, so we learn it. The same goes for the sciences. We are also all treaty people, so we should learn treaty education. Everyone in Saskatchewan is on treaty land, thus being an individual of a treaty. Making our students understand that we are all treaty people will give them a sense of involvement and responsibility. This responsibility may be to accommodate and to ‘help fix’ our past.


Week 4- Decolonization

I agree with the many views this essay has to offer. Personally, I love the outdoors and this is all about First Nation learning. I believe the best way to learn is by doing. In high school, I would ‘go to the washroom’ in the middle of class. I would actually just go and walk around outside for 5 minutes and come back inside. The outdoors does something for the mind that is just calming. The perfect learning environment for me would be less like ‘normal classrooms’ today. It would possibly have some vegetation in it, many comfy places to sit. Large windows that you can open. 


I see decolonization happening everywhere within the school system. I personally like the way of learning the First Nations people have and this movement is great for society. New schools that are being put up, are not like the rest. I am unsure of some of the school’s names but they have begun to have circular classrooms. Fewer corners and more art in the building. If you look at the new schools in Regina, the outside is appealing and is not boring black or white. It has some bright colors and wood. The teachers are now beginning to learn that sitting in lines and listening is not the best way to learn. I see students now being able to work outside the classroom and in certain learning areas. I would definitely let my students work how they want to work and where they want to work. If they learn what is offered, it does not matter to me where they learn it. The point of school is to become knowledgable and to have fun, so I will let my students enjoy their adolescence. 

Ecs 210 Reading Responses

Week 3- History of education

I am unsure where I messed up, but I have 2 week 3 posts. This post is the reading response. This book was really interesting to me. I am really interested in history and historical documents. Reading this, I always try to picture myself in this time with the way they write, talk, dress and live. This book was written in 1886. It is hard to imagine how these times must have been. By reading, it seemed as if everything was foreign and highschool education was prestigious. 


In this textbook, I think race is viewed as rehabilitation. Teachers were taught to think in racial terms. I am unsure really what this means with connection to the reading. Personally, I believe back in 1886, white was viewed as good students who are there to learn, and people of colour were viewed as people who may be ‘savage’, or uneducated and need to be ‘rehabilitated’ into society.

Ecs 210 Reading Responses

Week 3- Assignment incite

The concept I am interested in is disability. Within my major in physical education, almost all my classes touch on physical and mental disabilities. Surprisingly, there are many barriers for people with physical or mental limitations within the educational system. From something as simple as getting to school, or class to studying in an environment with noise or colors can be a struggle. Many educators meet these challenges and give up and treat them equally with all the other students. Yes, equality may seem nice but sometimes people need equity. Equity is giving someone what they need to be successful. From my personal experience, I could not see the inclusion process at work. Maybe in city schools, this would be different. 

The article I chose is “Left Out: Challenges faced by persons with disabilities in Canadian schools”. I chose this because it offers lots of information on my topic. This will help with my second task of comparing this with 2 other scholarly articles. This one is mainly focused on how the school systems leave out or forget about people with disabilities.

Ecs 210 Reading Responses

Reading Response 2- Models of Curriculum

This article published by explains the curriculum really well. The focus of this article is around 4 models of curriculum:

  • Curriculum as a body of knowledge to be Transmitted
  • Curriculum as an attempt to achieve certain ends in students- Product
  • Curriculum as process
  • Curriculum as praxis

First, I will be talking about the transmitted model. In the article, they talked much about the syllabus. This model is actually the ability to transmit the syllabus. I believe there are both pros and cons to the syllabus. I believe there is lots of great information to help guide the teacher to teach. To people who are very linear and like to go by the book, this could be a helpful tool. Also, it makes every school equal where all students must learn the same information. It can also be a negative aspect of schooling. It limits the teacher’s ability to teach. As described in the article, “A syllabus will not generally indicate the relative importance of its topics or the order in which they are to be studied. In some cases as Curzon (1985) points out, those who compile a syllabus tend to follow the traditional textbook approach of an ‘order of contents’”. This quote explains how the syllabus does not really entertain any ‘important’ topics. Instead just shows what you have to teach. 


The curriculum is also product-focused. This means goals are set, in which students and teachers must meet the requirements. The goal tendency is usually to get a high grade in school, complete your assignments on time and write your exams. The positives of this model are it works for many students. They can show up to class and know what to expect where this creates less stress. The negatives to this can be how students or teachers have no wiggle room. They must meet deadlines to complete assignments. For teachers, they must teach the syllabus before the departmental exam because they must have learned every unit. 


Another model of curriculum is ‘process’. The process described in the article is “In this sense curriculum is not a physical thing, but rather the interaction of teachers, students, and knowledge. In other words, curriculum is what actually happens in the classroom and what people do to prepare and evaluate”. This basically describes the curriculum as a peer in the classroom. This is where students, teachers, and curriculum all work together to achieve goals. 


The fourth and final model is ‘praxis’. Praxis can be defined as the approach to the curriculum as being dynamic. This creates an atmosphere of active learning. Active learning benefits a multitude of people. The classroom can be altered to benefit all students. Personally, I cannot see many cons to this model. It allows openness inside the classroom and allows learning to be freer. 


My high school experience was product-focused. I remember going to class, learning my subject, given an assignment, studying, then a midterm and a final. It made my education really good for understanding the syllabus and curriculum but limited my creativity. I notice myself being not creative. I am unsure if this is my human nature or from my schooling.

Ecs 210 Reading Responses, Uncategorized

Reading Response 1- Common sense

When I read the title of this reading, I thought it would be about general common sense around knowledge. The more I read, the more I began to realize Kumashiro was speaking about common sense within the educational system. This reading also surprised me relating to the students and classroom setting. Usually, the Hindu religion is very rich in foods and activities such as dancing and their form of prayer. I would have thought these students would have loved an open curriculum as opposed to a closed, linear curriculum. 

To me, Kumashiro was describing educational common sense in this Nepal classroom as the classic, 1950’s structured curriculum. Kumashiro does a great job of describing this as “Monday through Friday, from the end of summer until the beginning of the next summer. Students spend most of their time studying the four “core disciplines” of social studies, English language and literature, the natural sciences, and mathematics”. He also describes it as how teachers should know more about the kids. The students are strictly learning and the teacher never has to learn.

It is extremely important to study the importance of common sense. Common sense to me is such a broad term. This can imply to the setting, student expectations, teacher expectations, student knowledge, etc. This would be important because it helps you as an educator to understand and sympathize with your students. All students learn differently through the 3 learning domains. Some may strive in cognitive, affective or psychomotor. By understanding the common sense in the classroom, you will be able to better understand your objectives and what needs to be done for student success.