- Part 1) According to the Levin article, how are school curricula developed and implemented? What new information/perspectives does this reading provide about the development and implementation of school curriculum? Is there anything that surprises you or maybe that concerns you?
- Part 2) After reading pages 1-4 of the Treaty Education document, what connections can you make between the article and the implementation of Treaty Education in Saskatchewan? What tension might you imagine were part of the development of the Treaty Education curriculum?
The Levin article highlights the importance of curriculum change and how the curriculum shifts to new knowledge. It was stated that curriculum is “ defined as an official statement of what students are expected to know and be able to do” (p.8). Prior to this class I had some experience with looking at the curriculum, but I had zero idea about how it gets created and how it is decided what is going to be in it. I did not realize how little the public gets a say with what is being put in the curriculum. The provincial government gets to have the final say on what the curriculum should include. I thought that the government would ask the public more on such a crucial topic, especially because it is the public’s children’s education that is in question.
When looking at the outcomes of the treaty education, I feel that the document has not been fulfilled by the Saskatchewan education system. when I was in grade 12 I received very minimal treaty eduction, and I do not believe that I finished high school with all of the outcomes labeled in the document. in one of the outcomes it was stated that: “Treaties are sacred covenants between sovereign nations and are the foundational basis for meaningful relationships that perpetually foster the well-being of all people” which is ironic because, when learning about treaties I remember how europeans would manipulate the First Nations people, and how Canada has not upheld all of the promises that were stated within the treaties. The ministry of education likely did not ask for First Nations help when creating the document, which makes me believe the document might have a Eurocentric overtone.