Quote: Originally Posted by Decapoda
Oh believe me, it is taught in public school!! I have several kids in grade school and can confirm that a disproportionately large portion of the curriculum of the social studies class from grade 5 up is devoted to residential schools, ensuring that "colonial" guilt is firmly instilled in the kids, and beating the mantra ad-nauseum into their heads that reparation sand compensation must be made.
Every morning before classes start, the announcements over the PA include the school principal and students declaring their thanks and respect to the Treaty Land in which the school sits. The Residential School theme is everywhere in the school, in the class assignments, in posters hanging on the hallway walls, in the homework...everywhere. The local elementary school just spent 40 grand to bulldoze a portion of the school parking lot and created a "Sacred Heart garden" to commemorate the victims of residential schools.
Believe me, the kids are completely immersed the Residential School issue, it saturates virtually everything they do in school.
Didn't see the sense in starting a new thread for this, Dec and figured this was good place to put it.
“Teachers – don’t worry if you don’t have the knowledge or skill set. You are the lead learner. Inquire not lecture.”
This was an actual tweet from a prominent education guru. Sadly, this message is far from isolated. There is a common belief in education circles that teacher subject-matter expertise does not matter a whole lot.
The underlying assumption is that learning is more about a generalized process than it is about mastering subject-specific content. In other words, the journey matters more than the actual destination. Since knowledge changes so quickly, students should learn how to learn rather than spend their valuable time memorizing facts that will soon be outdated.
This thinking has been popularized by the 21st Century Skills movement. Advocates of this approach suggest that students need to work on generic skills such as creativity, cooperation, and critical thinking. Since these skills are allegedly transferable between different subjects, they will never become obsolete. This is why provinces such as Alberta and British Columbia are going through a curriculum revision process that involves reducing the amount of content in core subjects.
Look again at the tweet quoted earlier. It tells teachers not to worry if they do not have the knowledge or the skill set. It reminds them that they are lead learners and encourages teachers to inquire rather than to lecture. This is exactly the message you would expect from someone who does not value teacher expertise.
By this reasoning, it does not matter if math teachers know little about math. In fact, teachers who lack math knowledge or the specific skills to solve math problems may actually be more effective in the classroom since they can learn the material together with their students. That is the message teachers often hear from the many gurus who speak at their professional development conferences.
Of course, no other profession would tolerate this kind of direct attack on expertise. Imagine telling a heart surgeon not to worry if she does not have the knowledge or skill set to perform heart surgery. Even more absurd would be telling airplane pilots that they don’t need to know how to fly a plane since they can learn alongside their passengers. The reason we call people professionals is because they have specific expertise that the public lacks."