The politics surrounding curriculum is largely the debates surrounding what subjects are being taught, how long they are being taught for and what is actually being taught within those subjects. Within Levins' (2007) chapter, "Curriculum Policy and the Politics of What Should be Learned in Schools," he discuss how those decisions are made, who is involved and some of the influences on the matter.
There are many examples of reinhabitation and decolonization present within Restoule, Gruner and Edmund’s article, Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing. In which, the scholars look at a research project based in Fort Albany First Nation (Treaty 9 Territory) looking at the relationship between the community and their environment (river + land).
What makes a good student could also be asked what makes an ideal citizen within a particular society; For example, what makes a good student in a European based community is vastly different than in Nepal as mentioned by Kumashiro (2009) in Against Common Sense: Teaching and Learning Toward Social Justice. Within Kumashiro’s (2010) chapter in Against Common Sense, the scholar discusses the commonsensical expectations of a “good” student in a European-based community.
The debate to between whether the traditional abstinence-only education practices is the most appropriate method to teaching young people sex education in comparison to the comprehensive educational program is analyzed through the study presented in “Abstinence-Only Education and Teen Pregnancy Rates: Why We Need Comprehensive Sex Education in the U.S” by Kathrin Stranger-Hall and David Hall.
It’s odd to look for flaws within something that seems to be a perfectly efficient and fine way of functioning – which is what I have experienced upon my educational journey, but more specifically looking into The Tyler Rationale.
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.
About the Author: Jordyn Neufeld
Jordyn 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.