Clarke (1970). The Future Isn’t What It Used To Be.

“Ultimately this device will be plugged in to a global electronic library, and scholarship will be revolutionized. Another generation, which will take this for granted, will be unable to imagine how we were able to function without this information grid.” (p 7)

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Logue (2016). Trump used as taunt against students and minority groups.

“Students take their cues for how to act from what they see happening out in the world, and ‘as [these incidents are] increasingly part of the national scene, I suspect we’ll see more of this,’ Ervin said. ‘College campuses are incubators of citizens of tomorrow, and they’ll take part in what they think is the political process.'” (¶ 15)

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Goulet & Goulet (2014). Ininee mamitoneneetumowin, Indigenous Thinking: Emerging Theory of Indigenous Education. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

“However, one of the contradictions of schooling is while it can be an institution of colonization, it also has the potential to decolonize (Smith 2000) and support the development of self-determination for Indigenous students and their communities.” (p 200)

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Hall (1984). Experiencing Time. (The dance of life: The other dimension of time.)

“This principle is illustrated by the way in which we have taken our own biological clocks, moved them outside ourselves, and then treated the extensions as though they represented the only reality. … Because of extension transference, the schedule is the reality and people and their needs are not considered.” (p 131)

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Hall (1984). The French, the Germans, and the Americans. (The dance of life: The other dimension of time.)

“The most basic of culture patterns are acquired in the home, and begin with the baby’s synchronizing his or her movements with the mother’s voice. Language and our relations with others build on that basic foundation of rhythm. … When the child enters school, however, the culture comes on full force. Schools instruct us how to make the system work and communicate that we are forever in the hands of administrators. Bells tell everyone when they must begin learning and when to stop.” (p 108-109)

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Russell (2009). The Functions Of A Teacher. (Unpopular Essays.)

“In our more highly organised world we face a new problem. Something called education is given to everybody, usually by the State, but sometimes by the Churches. The teacher has thus become, in the vast majority of cases, a civil servant obliged to carry out the behests of men who have not his learning, who have no experience of dealing with the young, and whose only attitude towards education is that of the propagandist.” (p 110)

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Goulet & Goulet (2014). Weechiseechigemitowin, Strategic Alliances: Connection to the Content. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

“Having a personal relationship with students meant the teachers were aware of the characteristics and interests of their students and were able to use these to connect students to the curriculum.” (p 167)

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Goulet & Goulet (2014). Weetutoskemitowin, Working Together: Social Systems. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

“The use of Indigenous language, patterns of communication, and incorporation of Indigenous knowledge and values in the class created a sense of familiarity and belonging, so that students would be open to learning.” (p 122)

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Goulet & Goulet (2014). Weechihitowin, Helping and Supporting Relationships: The Foundation. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

“Trust was also related to setting and enforcing clear expectations and boundaries for performance and behaviour. Students needed to trust that a teacher would be firm in dealing with inappropriate behaviour, impose fair consequences, and follow up.” (p 110)

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Franklin (2004). Chapter 1 (The Real World Of Technology.)

“It is my conviction that nothing short of a global reformation of major social forces and of the social contract can end this historical period of profound and violent transformations, and give a manner of security to the world and to its citizens. … The viability of technology, like democracy, depends in the end on the practice of justice and on the enforcement of limits to power.” (p 5)

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