As a scholar concerned with how teachers’ own education shapes what happens in classrooms and how curriculum in Alberta schools can help students to be ethically engaged treaty partners, there are two concepts that may be helpful: considering learning in schools as a process of encounter and thinking about people’s relationships to stories about the past.
Dr. Mackey asks whether the draft “knowledge-rich” curriculum will provide children with real knowledge or if it is a “learning-poor” curriculum instead.
Thomas King (2003) powerfully asserted, “The truth about stories is that’s all we are” (p. 153). As a narrative inquirer, my scholarship and research are rooted in my belief that our lives and world(s) (Lugones, 1987) are profoundly storied. As such, I will provide an analysis of Alberta’s Draft K-6 Social Studies Curriculum by first sharing and then interweaving some of my stories of experiences as a Muslim woman, pre-service teacher educator, and researcher living within amiskwaciy-wâskahikan in Treaty 6… Read More »Narrating Dangerous Single Stories: An Analysis of Alberta’s Draft K-6 Social Studies Curriculum
Yvonne Poitras Pratt and Jennifer Markides suggest that the draft K-6 curriculum now being proposed to educators, students, and families across Alberta is a “white-washed” curriculum.
Read the article on St Albert Today
Read or listen on CBC
Read the opinion piece in the Edmonton Journal
Listen to the podcast