Month: October 2023

This lesson utilizes the concept of culture jamming, to first encourage Bachelor of Education students to ‘jam’ a colonialist-informed digital learning resource by creating an alternative resource, then to expand this practice when looking at the scope of their own curriculum. Culture jamming is described as “a collection of tactics, as well as a critical attitude and participatory, creative form of activism” (Jenkins, 2017). Within this lesson, the instructor guides a critical exploration of what initially presents as reliable information. This lesson is cognizant of Buckingham’s (2019) notion of media education and integrated throughout are prompts to encourage critical consideration of the information presented, and research practices to ensure information is factual and that learners have considered the biases inherent in their findings.

1. In a synchronous setting, present the digital learning resource: The Canadian Encyclopedia: Time of Education
2. Present the discussion prompts:

• • Does this timeline appear to be exhaustive?
  • Are there any obvious events missing?

3. Lead a synchronous discussion that addresses the following questions:

• • What perspective or bias might inform this timeline?
  • Considering EDIDA frameworks, what perspectives or representations could be added to this timeline?
  • How might we research and identify other events to include on this timeline?
  • How might we fact-check our research?

4. Ask learners to participate in a collaborative Padlet to add missing events to the timeline. This activity is completed independently, outside the group lesson.

Instructions for learners:

1. 1. Research and identify key events in Canadian Education History, missing from the original timeline.
   2. Ensure your research is thorough and that information collected is fact-checked and obtained from reliable sources.
   3. Add at least 3 events to the Padlet:

• • • Use the year of the event as the title to each post
    • Include a short statement describing the event
    • Include a link(s) to where the information was located

 

5. At the start of the next lesson, review the Padlet as a group to discuss and analyze findings. Ask whether anyone had difficulty confirming event details or dates and what they did confirm their findings. Ask what perspectives or biases might inform some of their findings.
6. Through analysis of the Padlet, identify as a group historical themes missing in the course curriculum. Ask learners to form small groups and select a theme to research in depth. This process initiates a larger-scale research project where learners will create lesson plans to educate their peers on under-represented themes in the curriculum.

References:

Buckingham, D. (2019). The media education manifesto. Polity.

Jenkins, H. (2017, October 30). What do you mean by “culture jamming”?”: An interview with Moritz Fink and Marilyn DeLaure (part one). Confessions of an Aca-Fan.