Learning from Place

The article suggests that a “critical pedagogy of place” aims to: identify, recover, and create material spaces and places that teach us how to live well in our total environments (reinhabitation); and identify and change ways of thinking that injure and exploit other people and places (decolonization) (p.74) List some of the ways that you... Continue Reading →

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Development and Implementation of School Curricula

Before Reading:  How do you think that school curricula are developed?             Prior to beginning my studies in the Faculty of Education, I have never thought about what, how, or who develops school curricula – I never questioned the complexity, power dynamics, and influences that goes into the constructions of schooling and curriculum that are... Continue Reading →

Who is the “good” student?

What does it mean to be a "good" student according to the commonsense? Which students are privileged by this definition of the good student? What is made impossible to see/understand/believe because of these commonsense ideas?             Kevin Kumashiro critically examines the ways in which the “good student” is determined within an education system that adheres... Continue Reading →

The Problem of Common Sense

How does Kumashiro define “common sense”? Why is it so important to pay attention to the “common sense”?             From my own understanding, the term “common sense” has always referred to the abundance of knowledge, both logical and obvious, that everybody should know. “Common sense” is the knowledge that results in the dismissive, judgemental eyeroll... Continue Reading →

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