Kiera Brant-Birioukova, Emmanuel Amoah & Scott Robertson organized a productive Symposium on Re-engaging Currere last week. I really appreciated the range of presentations and articulation of various facets of the topic. As well, the discussion was superb! Special thanks for arranging with Dr. William F. Pinar and Anton Birioukova to attend and speak.
Maria Jose Athie-Martinez & Philip Kimani Karangu organized a thoughtful, engaging, symposium last week on “Indigeneity in the Mexican and Kenyan Contexts.” The symposium provided an overview of the students’ MA theses and hosted Dr. Samson Nashon as a discussant on the Dadaab refugee camp teacher education programs. I appreciate Maria Jose and Philip’s lead here and the outstanding analysis of issues. As well, thanks so much everyone for engaging with the presenters and readings.
CURRICULUM AND PEDAGOGY WORKS
(doctoral student symposium)
Wednesday, November 4, 2017
1:00-4:00 Scarfe 1209
Panelists: Maria Jose Athie-Martinez & Philip Kimani Karangu with Special Guest Dr. Samson Nashon
- 13:00-13:10 Introduction and program
- 13:10-14:00 Re-signifying Curriculum through Culturally Responsive Education on Indigenous Context in Canada and Mexico (Athie-Martinez)
- 14:00-14:30 Two Small Group Discussion activities about readings and relation to students’ PhD thesis
- 14:30-14:45 Break
- 14:45-15:45 Re-signifying through Social Constructivism the Curriculum in Refugee camps in Kenya (guest speaker Dr. Samson Nashon from 15:00-15:30) (Karangu)
- 15:45-16:00 Class Discussion activity as closing and concluding symposium
Furlan, A. (2011) “Curriculum studies in Mexico: Key scholars”. In W. Pinar (Ed.), Curriculum studies in Mexico: intellectual histories, present circumstances (pp. 111-136). New York, NY, Palgrave.
Dei, G. J. S. (2000). African development: The relevance and implications of ‘Ìndigenousness’. In G. J. S Dei, B. L. Hall & D. G. Rosenberg (Eds.), Indigenous knowledge in global contexts: Multiple readings of our world (pp. 70-86). Toronto, ON: University of Toronto Press.
Additional readings or resources:
Athie-Martinez, M.J. (2010). Learning from inside: The perspective of Elders, teachers, math educators and mathematicians in the process of developing culturally responsive education (Unpublished MA Thesis). University of British Columbia, Vancouver, BC.
Karangu, P. (2017). Hidden curriculum Revealed: A case study of Dadaab refugee camps schools (Unpublished MA Thesis). University of British Columbia, Vancouver, BC.
For Wednesday’s EDCP 601 meeting (25 November), Associate Dean for Indigenous Education, Jo-ann Archibald, will join us to lead a seminar on the Truth and Reconciliation Commission of Canada‘s summary Report, Honouring the Truth, Reconciling for the Future.
How do we respond to the Call to Action for Education for Reconciliation? The question for us is then how do we ethically, meaningfully and thoughtfully address this Call? The truths of Honouring the Truth, Reconciling for the Future are extremely difficult and the Call extremely important.
Readings for the Seminar
- Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report of the Truth and Reconciliation Commission of Canada. Ottawa, CA: Author.
- Democracy Now! (2015, June 30). “Cultural genocide:” Landmark report decries Canada’s forced schooling of indigenous children [Interview transcript]. Democracy Now!
- Fontaine v. Canada (Attorney General). (2014, January 14) Ontario Superior Court of Justice, 283.
- Marker, M. (2016). Borders and the borderless Coast Salish: Decolonising historiographies of Indigenous schooling. History of Education, 45, 1-23.