What is an Alternative School

    The Cornwall Alternative School is alternative because it only deals with students who are not being successful in other school setting.  Being 95% of the school population being First Nations I think students in this learning environment will have an impact as to try to include First Nations culture everyday in the classroom.  Students have said that they have had positive learning experiences from this school because of the fact that teachers make personal relationships with the students.  The school places emphasis on the student must be completing work, attending school, and be behaving well to be a good student.  This is evident because the students attend CAS if they have these three issues.  The students also have to sign a contract dealing with such problems.


Kumashiro’s Three Images of a Good Teacher

There are three different types of images of being a good teacher.  Teachers as practitioners, teachers as researchers, and teachers as professionals.  I would say the image of teacher as a researcher describes my experience of learning to be a teacher.  As a future teacher we are continuing to broaden our knowledge of the social justice issues that our society is facing.

The education program at the University of Regina challenges us and our thinking to become open minded about different social issues.  I have noticed that the University of Regina prepares their students to learn about young students, how they develop and how they learn.  I continue to learn methods to see how young students learn.  Especially in my EPSY217 class we have studied the multiple intelligences of our students.  I recommend that people read You’re Smarter Than You Think: A Kid’s Guide to Multiple Intelligences because the book shows the different learning styles of young students.  I also believe the program teaches us how to teach both methods of classroom management and instruction in the different disciplines.  For example, in EPSY217, we are learning the importance of using fidgets in our class to help kids stay on topic.  In EMTH217 we also learn the importance of the teaching the disciplines and strategies used to teach math.  In this class Rick Seaman taught us the Van Heile levels, as a way to introduce new concepts and to continue to grow and develop off other concepts.

Why Teaching Racial Thinking is Problematic

As you read, make note of the various ways that the idea of race is used in the text (for example, the human race, or specific races). What does race mean in this textbook? What does it mean that teachers are being taught to think in racial terms? What are the effects of teaching teachers to think in this way?

In reading the first 21 pages of F. V. N. Painter’s History of Education (1886) there are many statements that I found alarming but also surprising.  For example:

  • The division of people into the terms “barbarous as well as civilized, each generation has received a special training for its subsequent career.

  • Going into the reading I pictured a extremely racist, biased, sexist, and stereotypical article.  I was surprised to read “Intelligence, freedom, morality, and religion, though far from being universal, prevail to a degree unprecedented in the past.  Human progress is an evident fact”.  This I found as an interesting fact because of the fact that we today in recent textbooks, see “gender discrimination or gay and lesbian rights has had improvement over the recent years, but is far from universal”.

  • “Asia is the birthplace of the human race”

  • “The aim of education is to prepare its subjects for their place in the established order of things.” Although I agree with this statement I believe that education has came a lot further than just preparing “subjects” for their place in the established order of things, such as teaching students social skills and showing compassion as a couple examples.

  • The fact that the article states, “[Chinese] are hypocritical and dishonest; and once in authority, they are apt to become tyrannical, and even cruel.” I found this as a very racist and stereotypical view of the Chinese people.

    The term race according to this “dated, 128 year-old book”, views race in two different terms.  One being the overall view of humans as a species. As well as separate human races, such as the Mongolian race.  The division of humans into races is still a common thing today, but as future educators we must come to realize that there is no such thing as race.

    As a fellow collegue KKFlearningtoteach.wordpress.com states, “It is great that teachers are able to teach what they believe in”.  Although it is frightening to think of all the teachers and all the different views that are being taught to the next generation.  As I am very interested in social justice issues, I think it is important to teach the importance of equality to all students, as the issue of equality is in the forefront of many issues in today’s society.


How does Kumashiro define ‘commonsense’. Why is it so important to pay attention to the ‘commonsense’?

Kumashiro defines commonsense as the facets of life that everyone takes for granted (pg. XXIX).  Kumashiro goes into detail and describes an example of what commonsense.  It is common sense that in America when it comes to eating food there is normally three meals a day; breakfast, lunch and dinner.  One would think it is commonsense to think that there are 3 meals a day.  When he was teaching in Nepal, he learned that the Nepali people only eat 2 meals a day and have a tea in the afternoon.  One meal would be before 10 in the morning, tea would be around 1:00 in the afternoon and a supper at 6:00.  To the Nepali people this is commonsense.  There are many different commonsenses throughout the world.  It is important that we do not become ignorant to the fact that there are other ideologies that other cultures view as commonsense.  An example of this would be the fact that school starts in Nepal around mid-February.  Whereas school in the United States and Canada starts in early September.  It all depends on one’s viewpoint.