In the first blog post assignment, I was required to read Kumashiro’s article The Problem of Common Sense. According to this article, this post will discuss what it means to be a “good” student, which students are privileged by this definition of the “good” student, and how “good” students are shaped by historical factors.
Before reading Kumashiro’s text, I was told by many people that a “good” student is one who is ambitious, hard working, dedicated. For example, during high school I strived for the highest grades within my reach. I accomplished this goal by taking course notes and using flashcards to prepare for exams. Likewise, I completed all swimming levels by attending every training class. I also became quite well in this sport by taking additional swimming time with family and friends. Similarly, I obtained my driver’s license by preparing notes for the written exam and practiced driving every day for almost two years. This work style was useful because I was able to apply my knowledge from the driver’s handbook to driving on the road. These values are important for students because they can achieve almost anything and become successful.
After reading his text, I realized that a “good” means far more than the above-mentioned values. Kumashiro identifies that a “good” student is one who is related to the dominant norms that exist within the classroom. These dominant norms relate to not challenging the normal and ordinary methods of teaching and learning. The second norm consists of acquiring and obtaining high grades.
The students who are privileged by this definition are identified as the wealthy and higher-class people. This is partly related to the fact that these students already have the needs and resources to financially support themselves in order to be identified as a “good” student.
According to Kumashiro, “Good” students are shaped by historical factors such as the societal norms that include racism and colonialism.
References:
Kumashiro, K. K., & Kumashiro, K. K. (2015). Chapter 2: Preparing Teachers for Crisis: A Sample Lesson Plan. In Against common sense: Teaching and learning toward Social Justice (pp. 19–32). essay, Routledge Taylor and Francis Ltd.
Hi Muhammed,
I really liked how you did a before, during, and after reading strategy for this Kumashiro’s text. That’s something that all educators should preach to their students no matter what grade level you end up teaching.
How do you think as educators we can ensure that people who may not be classified as “higher-class people” be able to complete some of their schooling at home? For example, what if the student (who is not rich) works extra hard in class (gets good grades) but does not have access to Wi-Fi or an electronic device at home in order to finish some of their work. Are they classified as “not good students” if they are following those norms mentioned by Kumashiro but simply don’t have the resources available at home?
I would love to hear your response because I think it’s an interesting question that we all need to think more deeply about.
Thanks for sharing!
Michael