Class Remind group: visit this link, follow these instructions, or add class code b23k37)

Contact information form (be sure you've filled this out)

Blog address: Add it here.

Blog hubs:
Mike's section:
Katia's section:
Joy's section:
Gerry's section:

Week 1 - January 10th
Lecture: First class - Introduction to the course: What is curriculum?

Link to slides

Reading: Introduction. The problem of common sense (Kumashiro. (2009). Against Common Sense: Teaching and Learning Toward Social Justice, pp. XXIX – XLI).

Admin stuff:

1. Please fill out this form with your preferred contact information.

2. Make sure you've joined the Remind group (You can visit this link, follow these instructions, or add class code b23k37).

Reading response (due before seminar):
Respond to the following writing prompt: How does Kumashiro define 'commonsense?' Why is it so important to pay attention to the 'common sense'?

Bring your reading response to seminar IN DIGITAL FORMAT. Please bring your laptop/tablet to seminar if possible. Otherwise, ensure that you have access to your response via email, etc.

If you want to get started on your blog...
Instructions for creating a Wordpress blog can be found __here__. Once you've created your blog, please post your first response to the home page ("Add post," not "Add page"). If you want to know more, check out this __ultimate guide to blogging__.

If you have a blog that you'll be using, add it here.

Week 2 - January 17
Lecture: The Curriculum and its Historical Roots: The Traditionalists (Katia)


Schiro_2013_Social_Efficiency_Ideology_of_Curriculum copy.pdf
Schiro_2013_Social_Efficiency_Ideology_of_Curriculum copy.pdf
Schiro_2013_Social_Efficiency_Ideology_of_Curriculum copy.pdf


1. Make sure that you have added your blog address to the form found here (Otherwise we can't access your blog, which will make it really tricky for us to give you a grade...)

2. IF YOU HAVEN'T DONE SO: Please fill out this form with your preferred contact information.

3. IF YOU HAVEN'T DONE SO: Make sure you've joined the Remind group - you can visit this link, follow these instructions, or add class code b23k37.

Reading response (due before seminar):

  • Respond in your blog to the following writing prompt: Curriculum development from a traditionalist perspective is widely used across schools in Canada and other countries. Can you think about: (a) The ways in which you may have experience the Tyler rationale in your own schooling? (b) What are the major limitations of the Tyler rationale/what does it make impossible? (c) What are some potential benefits/what is made possible? Be sure to refer to the assigned article in your post; you may also include information from lecture if you wish.
  • Make sure you are creating a blog "post," not a blog "page." If you would like to create a page in your menu bar where are of your ECS210 stuff is located, you will need to follow the instructions in this video to create a Category menu item. Please don't create a page for all your 210 content!

Week 3 - January 24
Lecture: The Curriculum and its Historical Roots: Reconceptualizing curriculum (Katia)



Reading response (due before seminar):

Respond to the following prompt on your blog:
Choose a quotation related to education. It might be a quote from lecture, a quote from the list posted here, or a quote you found independently. In a post, unpack that quote. Think about what it makes possible and impossible in education. What does it say about the teacher, about the student? How does it related to your own understandings of curriculum and of school?

Take this as a dry run for your first assignment!

Some quotes and people to consider:

Week 4 - January 31

Lecture: The curriculum and its historical roots: A Saskatchewan Story (Mike)

In preparation for the lecture - Painter (1886). A History of Education You might read pages 1-21 (the introduction and the sections on Education in China and India). Warning - notice the date... imagine what you will find in an American teacher education textbook from this period. What does race mean in this textbook? What does it mean that teachers are being taught to think in racial terms?

Against Common Sense, chapter 2 (pp. 19 – 33) - "Preparing Teachers for Crisis: What It Means to Be a Student"
Chapter 2.

Reading response (due before seminar):
Respond to the following prompt on your blog:

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?

Yale Study

Washington Post - some more details about the study FYI

Week 5 - February 7

Lecture: Curriculum as Public Policy: Critical Engagement with the Politics of Knowledge (Mike)

Here's the full video about the Ontario Sex Ed Curriculum if you don't want to find it in the powerpoint.


Levin, B. (2008). Curriculum policy and the politics of what should be learned in schools. In F. Connelly, M. He & J. Phillion (Eds.), The SAGE handbook of curriculum and instruction (pp. 7 – 24). Los Angeles, CA: Sage.Available on-line from:

Note: This is a lengthy reading. To be prepared for lecture, please read the chapter’s sections and subsections as follows:
- Understanding public policy and politics (pages 7-9). These pages must be read carefully.
- How Government Works: An Inside Perspective (pages 9 – 13): read quickly this subsection to get a sense of how government woks.
- A framework for understanding curriculum issues (bottom page 13 – 18). This section with the following subsections must be read carefully.
- Issues: Scope of the Politics of Curriculum
- Elements of Curriculum:
  • Actors—Who Is Involved?
  • Processes—How are curriculum Policy Decisions Made?
  • Influences—What Shapes Decisions?
- Conclusion (page 22). Read carefully.

Blog prompt: For this week, the writing prompt is organized as a before and after reading.

Before you do the reading ask yourself the following question: how do you think that school curricula are developed? This is an entry point to this topic and whatever you write will be fine.

After doing the reading, please write your blog entry. Reflect upon:

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? IMPORTANT - Please write your blog before our lecture as YOUR OPINION will be an integral part of the lecture.

For seminar:
Financial Literacy critique activity:
Word doc:
Link to Google doc.

Week 6 - February 14
Lecture: Curriculum as Citizenship (Katia & Mike)

Slides: Link here


BEFORE LECTURE: Watch this video of Joel Westheimer speaking about citizenship. It provides a good introduction to Westheimer and Kahne's article about the different models of citizenship; please read the article (link here) up to the END of the "Limits of Personal Responsibility" section only (you are welcome to read the rest, but it's quite long and often very technical).

Blog prompt:

Please respond to the following in a blog post before seminar:What examples of citizenship education do you remember from your K-12 schooling? What types of citizenship (e.g. which of the three types mentioned in the article) were the focus? Explore what this approach to the curriculum made (im)possible in regards to citizenship.
For Seminar:
Background: On September 16, 2016, Terence Crutcher, a 40-year-old black man, was killed by white police officer Betty Jo Shelby in Tulsa, Oklahoma. He was unarmed during the encounter, in which he was standing near his vehicle in the middle of a street.
The shooting led to protests in Tulsa. On September 22, the Tulsa County District Attorney charged Shelby with first-degree manslaughter after the shooting was labeled a homicide. On May 17, 2017, a jury found Betty Jo Shelby not guilty of first-degree manslaughter.

No Classes - Reading Week

Week 7 - February 28
Lecture: Curriculum as place (Mike)


Reading response (due before seminar):
For seminar – use your blog to record and respond to the following prompts:

The article suggests that a “critical pedagogy of place” aims to:
(a) identify, recover, and create material spaces and places that teach us how to live well in our total environments (reinhabitation); and (b) identify and change ways of thinking that injure and exploit other people and places (decolonization) (p.74)
1. List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.
2. How might you adapt these ideas to considering place in your own subject areas and teaching?


Week 8 - March 7
Lecture: Curriculum and Treaty Education (Guest speaker: Claire Kreuger)

You can connect with Claire on Twitter here.
or her fabulous blog here

1. Read Cynthia Chamber's We are all Treaty People.

2. Listen to the first 22:30 or so minutes of Dwayne Donald's lecture (feel free to listen to it all :)

"On What Terms Can we Speak?"
- think about his definition of colonialism (around 12 min)
- "The way that you think about the relationship (between Aboriginal and non-Aboriginal peoples) has a distinctive bearing on how you take it up in the classroom."
-"What kind of education would you have to receive in order to believe that you don't have a culture?"

While you might have some good ideas for this blog post, don't finish it until after you've spent time with Claire on Wednesday.

Reading response (due before seminar):

During fall semester last year, I (Mike) received an email from an intern asking for help. Here's part of it:

As part of my classes for my three week block I have picked up a Social Studies 30 course. This past week we have been discussing the concept of standard of living and looking at the different standards across Canada . I tried to introduce this concept from the perspective of the First Nations people of Canada and my class was very confused about the topic and in many cases made some racist remarks. I have tried to reintroduce the concept but they continue to treat it as a joke.

The teachers at this school are very lax on the topic of Treaty Education as well as First Nations ways of knowing. I have asked my Coop for advice on Treaty Education and she told me that she does not see the purpose of teaching it at this school because there are no First Nations students. I was wondering if you would have any ideas of how to approach this topic with my class or if you would have any resources to recommend.

This is a real issue in schools. As you listen to Dwayne's invitation/challenge, as you listen to Claire's lecture and as you read Cynthia's narrative - use your blog to craft a response to this student's email. Consider the following questions:

1. 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?
2. What does it mean for your understanding of curriculum that "We are all treaty people"?

Week 9 - March 14
Lecture: Curriculum as Numeracy (Guest speaker: Dr. Gale Russell)


Bear, L. L. (2000). Jagged worldviews colliding. In M. Batiste (Ed.), Reclaiming Indigenous voice and vision (pp. 77-85). UBC Press.

Poirier, L. (2007). Teaching mathematics and the Inuit community, Canadian Journal of Science, Mathematics and Technology Education, 7(1), p. 53-67.

Questions/Writing Prompts from Gale (who plans to call upon students to comment on these questions throughout lecture. Please come prepared.)
1. At the beginning of the reading, Leroy Little Bear (2000) states that colonialism "tries to maintain a singular social order by means of force and law, suppressing the diversity of human worldviews. ... Typically, this proposition creates oppression and discrimination" (p. 77). 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. After reading Poirier’s article: Teaching mathematics and the Inuit Community, identify at least three ways in which Inuit mathematics challenge Eurocentric ideas about the purposes mathematics and the way we learn it.

Week 10 - March 21
Lecture: Curriculum as literacy (Katia)


Please read Chapter 7 (Examples from English Literature) from Kumashiro's Against Common Sense. You can access the book at this link (You'll need to sign in with your uregina username and password) and then read pages 61-68. As you read, pay attention to what Kumashiro says about the way our lenses shape the way we read the world, and consider what lenses you might have.

Reading response (due before seminar):

You may begin your blog prompt before lecture, but you'll need to answer part B after lecture.

Respond to the following:
A. How has your upbringing/schooling shaped how you you “read the world?” What biases and lenses do you bring to the classroom? How might we unlearn / work against these biases?
B. Which “single stories” were present in your own schooling? Whose truth mattered?


March 22 - Katia's section - NO SEMINAR TODAY

March 23 - Mike, Joy, and Gerry's seminars: Meet in regular seminar rooms for presentations

March 28 - NO LECTURE TODAY. Instead, meet in seminar groups during LECTURE TIME (2:30-3:45) in the following rooms for presentations:

Mike's seminar: ED210Katia's seminar: ED215Gerry's seminar: ED223.1Joy's seminar: ED230
March 29 - Katia's seminar: Meet in regular seminar room (at the normal time) for presentations.

March 30 - Good Friday - NO SEMINAR TODAY for Mike, Joy, and Gerry's seminars

April 4 - NO LECTURE TODAY. Instead, meet in seminar groups during LECTURE TIME (2:30-3:45) in the following rooms for presentations:

Mike's seminar: ED210Katia's seminar: ED215Gerry's seminar: ED223.1Joy's seminar: ED230
April 5/6 - Meet in regular seminar rooms (at the normal time) for presentations.

Week 11 - March 28

Week 12 - April 4

Week 13 - April 11
Lecture: Concluding Thoughts