ECS 210 Digital Reflection

Here is a link to my Digital Reflection.

Evolution of your current understanding of curriculum:

This class requires us as ECS 210 students to dig deeper into the curriculum and to analyze it to see if there are any hidden messages in it, specific usage of language, and even different forms of oppression. As a future teacher, it is important to be able to have a keen eye on what the written curriculum is trying to tell you. Sometimes things come out of our teaching when we do not even mean them to.

This class has made me think about the kind of teacher that I want to be, how I run my future classroom and the material (formal and hidden curriculum) I should teach. As the semester progressed, I understood curriculum a little differently, taking into account all the different kinds of curriculum like formal curriculum, hidden curriculum, curriculum as place, as literacy, and as numeracy. I believe it is important to take into consideration the interests of the students by listening carefully to their ideas and participating with them in conversations to create a curriculum that emerges from their curiosities, questions, and thoughts.

Uncomfortable learnings and future growth:

With the oppression of racism present in our society, we as teachers can seek to educate students on how to identify, name, and challenge the norms, patterns, ideologies, structures and institutions that keep racism in place. As a start, we can engage ourselves and students to learn about “others” and the counterstories that are often times unheard.

With the Treaty Education Program that the Government of Saskatchewan has made mandatory for all students that support and facilitate the teaching of treaties in classrooms, students are able to learn about the history, stories, traditions, culture, and beliefs of First Nations and to build a relationship with them. Which is a start to counter racism. With anti-oppressive pedagogies, teachers may begin to create new space in which students can be motivated and engaged to actively chip away at oppressive boundaries that continue to separate humanity. It is the responsibility of the teacher to address and challenge the issues of oppression by incorporating it into our teaching of curriculum and should not be seen as a separate practice.