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
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
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
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
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
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
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
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
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
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
Talk Curriculum 