Kumashiro suggested a definition for ‘common sense’ throughout The Problem of Common Sense as the knowledge that everyone is expected to know (without thinking about it), including aspects such as societal schedule/rules/roles, educational methods, behaviourism and so on. He described the vast differences in the experiences he had between being brought up within the US societal norms to living and teaching in Nepal – from assumptions being made about him from his fellow community members to his unsuccessful students, it was clear his commonsensical ideas clashed with the dominant way of life. Though neither party seemed to question their own way of life, which is to expected – challenging one’s own idea of common sense causes many discomfort and is often hard to do because these ideas are deeply ingrained in our lives on a societal level (which is where oppression can take place). These ideas are hard to change and can have great negative effects when a different way of life is forced upon a group of people – as seen within Kumashiro’s teaching experiences (and world history). The reasons as to why paying attention to, learning from, and growing better is crucial on every level throughout the world population, but more specifically the youngsters within the classrooms and school community is endless. Teachers have the responsibility to teaching all students in their classroom which includes paying attention to the learning styles and adjusting the lesson plans to suit all learners – something that Kumashiro was not instructed to do in his time in Nepal. By celebrating (as in culture dominant holidays – Christmas, Easter, etc. for Canada – and beliefs) and encouraging the dominant way of life while shrugging off the students that don’t fit that way of life as difficult and slow learners, you are also telling the students the proper or superior way of life (oppression). This unwelcoming and discouraging feeling for students could damage the youngsters self identity/worth/efficacy, cultural identity, willingness to be life long learners. That being said, it is absolutely vital that teachers pay attention to all ways of life, learning styles, cultures and belief systems within the learners they are responsible for to ensure a welcoming and inclusive learning area while being engaged in anti-oppressive educational methods. Reference: Kumashiro. (2009). Against Common Sense: Teaching and Learning Toward Social Justice, pp. XXIX – XLI
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About the Author: Jordyn NeufeldJordyn is an Education student at the University of Regina. She enjoys camping in the summer and trying to stay warm in the winter. Coffee is her favourite drink and a necessity most mornings. She loves cuddling her cats and being surrounded by her family. Please take a look into my educational journey within ECS 210. Archives
April 2020
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