How Stories Shape Our Lives
Response written by a student on the book, Look to the Mountain by Cajete

Look to the Mountain: An Ecology of Indigenous Education

1995 Ermine, W. 1995. Aboriginal Epistemology. In First Nations Education in Canada: The Circle Unfolds. M. Battiste & J Barman (Eds.). Vancouver. UBC Press.

Read: (handouts provided)
  • The Four R's - An Alternative to the Tyler Rationale by William E. Doll (from The Curriculum Studies Reader, 4th Edition) Read the following blog posting by a student that wrote a response to this article. Doll's Four R's blog response on Talk Curriculumresponse on Talk Curriculum blog.
  • The Curriculum: Organizing Pieces of the Puzzle and think about the "conceptualization of curriculum".

View, Listen & Write:
Jot down key messages that you hear from or about the following 'reconceptualist' educational philosophers:
  1. Maxine GreeneEducational philosopher, author, social activist, teacher (3 minutes)
  2. Nel Noddings American feminist, educationalist & philosopher (2:22 minutes)
  3. John DeweyScholar A.G. Rud explains how the ideas of John Dewey—whose life spanned from the Civil War through World War II—are still very relevant to education in the 21st Century. Rud is dean of the Washington State University College of Education and co-editor of John Dewey at 150: Reflections for a new century. (3:53 minutes)
  4. Maria Montessori & Paulo FreireMaria Montessori and Paulo Freire seem to have had similar educational philosophies, but the modern application of those philosophies may differ from their original intentions. (8:38 minutes)

Week 3: January 23rd
Instructor:Julie Machnaik
Possible Guest: Shauneen Pete
Aboriginal Worldview & Curriculum
Lecture: Curriculum Theory & Practice: Voices of Reconceptualists: Past & Present
Against Common Sense Understandings of Curriculum
Seminar planned by Julie - learning stations to develop
Voices from before and after Tyler Rationale
Dewey...Reconceptualists - people who have seen curriculum as something else
Huebner reading, Dewey, Noddings, Montessori, Greene, Freire
Seminar: Educational Philosophy Connection - reflect on ECS100 I Believe statements
Reading: Kumashiro: Against Common Sense: Teaching and Learning Toward Social Justice:
Introduction, The Problem of Common Sense
Assignment(s): Work on Assignment #2, Part A: Curriculum as Narrative and Community and start thinking about Part B: Representation
The New Teacher Book, page 1 to 42 (Introduction and first 6 stories in Chapter One)
Highlight, write in the margins of your text, jot down notes - however you want to connect with the stories. Please bring your responses to next week's seminar.
Readings: (from The Curriculum Studies Reader, 4th Edition
  • The Reconceptualization of Curriculum Studies by William F. Pinar - p. 149-156
  • The Four R's - An Alternative to the Tyler Rationale by William E. Doll - p. 215-221
Why has UofR faculty chose to have social justice as a foundation to our Teacher Education Program? (refer to Kumashiro - chapter)
DUE: Hand in (to your seminar leader) your first 1-2 page paper (based on #1 section: Curriculum as Place): Now that you have completed your Journal Response #1 and #2, how would you define curriculum as place? DUE: January 23rd, 2015

Week 4: January 30th
Lecture: Alison and Julie
Topics: Different Kinds of Curriculum; How we Learn Through Disruptions & Discomfort
__The Eight Curricula of Multicultural Citizenship Education_

Kumashiro - Chapter 3: Preparing Teachers for Uncertainty

Week : February 27th
Topic: Who Decides What Knowledge Is Worth? Curricula, Power and Social Order

Instructor: Alison Molina


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.

Guiding questions:

The following questions aim to help you read with more focus Levin’s article (2008) “Curriculum policy and the politics of what should be learned in schools.” The lecture on Tuesday September 23rd will be guided by these questions. Please be prepared, so we can have a fruitful discussion.

  • Why has this reading been assigned?
  • What new information/perspectives does this reading provide about school curriculum? In other words, have I gained new understandings about the development and implementation of school curricula ?
  • What is the relationship among politics, education policy, and school curricula?
  • What does the term “curriculum politics” (p. 19) mean?
  • After reading the chapter, what connections do I make among school curricula, power, and social order? What role do classroom teachers play in such complex relationship(s)?