Episode 5: Culturally responsive education models

What do these models of culturally responsive education have in common despite large geographic distances and differences? What is different about them? What do these analyses of educational change suggest about what it means to decolonize schools? How do they account for some of the problems discussed earlier in the course? References McGregor, H. E. (2012b). Curriculum change in Nunavut: towards Inuit Qaujimajatuqangit. (Links to an external site.) McGill Journal of Education, 47(3), 285-302. Nicol, C., Archibald, J., Baker, J. (2013), Designing a Model of Culturally Responsive Mathematics Education: Place, Relationships and StoryworkLinks to an external site.. Mathematics Education Research Journal. 25(1), 73-89.