This assignment, as has been said, was split into two parts. the first part can be found here: Memoir 1: Andrew Bamford was a Pain in my Arse—Sorry Andrew. https://talkcurriculum.wordpress.com/2015/01/30/memoir-1-andre…e-sorry-andrew/ The second part, is here: Have You Seen My Notes? There is a choice to make and both of the mature undergraduate students, standing … Continue reading
Monthly Archives: January 2015
Memoir 1: Andrew Bamford was a Pain in my Arse—Sorry Andrew.
This week’s scholarly writing task was based on: Crozier, L. (2009). Common birds of Canada. In Lorna Crozier, Small beneath the sky: A prairie memoir, pp. 5–16. Nanoose Bay, BC: Greystone Books Think about a memory of schooling (as Crozier did) and write a page about your memory of that event. Again, aim to be … Continue reading
Tell Me Something I Can’t Forget
In class this week, we were given ten minutes to wite a piece that was inspired by a reading from Lia Purpura’s selection of essays On Looking… Purpura, L. (2006). Autopsy report. In, On looking: Essays, pp. 1–8. Louisville, KY: Sarabande Books. Autopsy Report was, for most of us, rather emotional. The free-writing which came … Continue reading
Feedback on My Desk
A few posts ago, the scholarly writing class was imitating Warland’s table. It was a great exercise and just like the rest of this class, I thoroughly enjoyed. The feedback from everybody in the class is shown below (identities concealed). But (and you knew there had to be one didn’t you?)… I have no idea … Continue reading
A Quickie with Michael Schiro
This is just a quick post to take a look at a brief quotation from a paper I was re-reading this week… Because the curriculum ideologies represent ideal types abstracted from reality, and not reality itself, even though educators will be spoken of as believing or behaving in accordance with certain beliefs, it is difficult … Continue reading
Curriculum is Politics (Revisited)
The National Curriculum of England, Wales and Ireland (EWI). Curriculum has always been influenced by the politics of the day, and the need for standardization in education has been expressed historically and globally, examples include The Committee of Ten in late 19th century America, Franklin Bobbitt’s scientistic approach of 1918, or the Tyler Rationale of … Continue reading
Dialogue and Detail
The assignment for week three is… As you have with the two previous assignments, pay attention to how Purpura (2006) and Hemingway (1927) use detail and the importance of being specific. The noticing activities that I am asking you to do before you write are also great research skills to develop. Using Hemingway as a … Continue reading
Free-writing… wasn’t as bad as I was worried it might be
So, “free-writing”, three minutes in which to write your stream of consciousness in reference to a given topic. Don’t stop, and if you do, then keep repeating the last thing you wrote until you write some more. Don’t correct yourself (oops!) and don’t worry about punctuation (ah, sorry). Anyway, I did as I was told. … Continue reading
Pratt’s Curriculum Perspectives
Historically, curriculum questions have been seen to address a number of major themes… Citizenship/societal needs: Where it has been argued that schooling should aim to provide citizens, ready to participate in a democracy; or even schooling as a politically subversive activity (Counts, 1932; Freire, 2008). Individual growth/self-actualization: Education for a life of the mind; education … Continue reading
Imitating Warland’s Table
Our second week on the academic writing class, and just as enjoyable as the first. A first class second class (OK, I’ll stop doing that now)… Based on the following work: Warland, B. (2010). The table. In B. Warland, Breathing the page: Reading the act of writing (pp. 75–77). Toronto, ON: Cormorant Books. Use Warland’s … Continue reading