Week 12: Pinar and Course Reflections

Over the course we have discussed many articles and have studied William Pinar’s (2019) What is Curriculum Theory. Pinar has shared with me the question of “What knowledge is of most worth?” (p. 21). The material covered within our course has challenged the question of what knowledge is of most worth.  With this question in

Week 11: People of the Seventh Fire

This week one of the assigned readings was a chapter from Robin Kimmerer’s (2013) book Braiding Sweetgrass: Indigenous wisdoms, scientific knowledge, and the teaching of plants. The chapter was Shkitagen: People of the Seventh Fire. As I read the chapter, I reflected on my experience with fire. The manner that Kimmerer expresses respect for the

Week 9: Silencing Aboriginal Content Through Multiculturalism

This week I am dedicating an entire blog post to Verna St. Denis’s (2011) article Silencing Aboriginal Curricular Content and Perspectives Through Multiculturalism: ‘There are other children here.’  The article focuses on the use of multiculturalism to limit the incorporation of Indigenous content and ways of knowing in schools (p. 207).  This provides an opportunity

Week 6 Reflection: Supporting All Our Learners

Shelley Moore This past week we had the opportunity to listen to Shelley Moore’s TED Talk, and her story about Daniel. The message of the video emphasizes the importance of presuming competence within our students. We need to trust that our students are competent learners and that they can learn. The student that Shelley was

Week 5 Reflection: Gender and Sexual Diversity

Since our last class, we had the opportunity to attend a gender and sexual diversity workshop put on by URpride called “Building Positive Spaces for Gender and Sexually Diverse Students.”  As a cisgender, straight male, I have not experienced oppression based on my gender and sexual orientation.  However, teaching and growing up in rural Saskatchewan,

Week 4: Gender Inclusivity

This week the articles read were Welcoming Gender Diversity in the Early Years by Timmons and Airton, Can We Learn Queerly?: Normativity and Social Justice Pedagogies by Loutzenheiser, and lastly the section on The Gender Politics of Curriculum Reform by Pinar. Reading the work of Timmons and Airton highlighted the responsibility that early childhood educators