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  • Writer's pictureRafaela Javier

Week 7: October 23rd



In this weeks blog we were given two resources:


To answer the following questions:

Part 1) According to the Levin article, 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? 

Part 2) After reading pages 1-4 of the Treaty Education document, what connections can you make between the article and the implementation of Treaty Education in Saskatchewan? What tension might you imagine were part of the development of the Treaty Education curriculum?


 


The most prominent influences and active actors involved in developing school curricula are politicians, regulatory board, textbooks companies and as well as communities, teachers, academics, church, parents and business. Before I thought that educators or teachers take major part in creating the school curricula but after reading the article, I have learned that they do take a small part but not as much as the provincial government, textbook companies and the regulatory board. Levine brings light to the fact that the curriculum is based on who is in charge and has the most power in the decision being made. We follow opinions and beliefs of powerful leaders rather than taking others input because in the end, what matters is what the person in power believes in than the important factors pertaining the students and their process in learning.


Despite students being the big factor in this curricula, them being the main audience, they have no voice or say in their learning. Treaty education in saskatchewan also shows involvement of people in power making decisions for the curriculum, and also to show the importance of creating relationships with First Nation peoples and respect for their beliefs and ways of learning. Recognizing the importance of the land and treaties. Other challenging outcomes for this implementation is that others may resist this method and want the westernized way of learning or have their own biased opinion in how their kids should learn. As seen in the other articles we have gone through so far, was the lack of importance or care for the Treaty Education especially when the majority of students is not Aboriginal, they would just rather cut it out because it also relies on the teachers knowledge and understanding to the subject and how they could project it to the student.


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