Author: Amber Doucette (Page 3 of 3)

When reading an article, book, or advertisement, you will see gender identifying words such as he/she, her/his; you will also see the same in many textbooks and curriculum that are intended to be used in a gender inclusive classroom. In order to address these oppressive materials and ways of teaching, we need to first evaluate our own knowledge, beliefs, thoughts, and actions. Is the way I share information with students inclusive of all genders? Am I unintentionally portraying that I am not an ally to all genders and that I don’t value all of my students? In the document “Deepening the Discussion: Gender and Sexual Diversity,” they discuss our duty to create an inclusive classroom in which all students feel safe, valued, and have the opportunity to thrive (2015). In order to address the problem of homophobic, transphobic, biphobic, and oppression towards queer and trans people it is always helpful to fully understand what this means. By educating ourselves we in turn can properly educate our students. Talking to an elder about two-spirit youth would be a great step for me to take, in creating an inclusive classroom, as this is a subject that I do not have a lot of knowledge on.

By being brave and not staying silent, we can advocate for all of the students in our classrooms and schools. By breaking down your classroom and your teaching materials into small parts it makes creating an inclusive classroom a less daunting task. Are the materials in my classroom and teaching materials reflective of all peoples? Informing the students of your preferred pronouns, and asking them to make you aware of their preferred pronouns, is a good way to show them you are open to and accepting of all gender identities. In “Queering Classrooms, Curricula, and Care: Stories from Those Who Dare”, Karleen Jiménez shares stories from individuals who were treated unjustly because of their gender and made to feel like they didn’t matter (2009). This is something I do not want happening in my classroom. I will stand up for my student’s rights to gender expression and make sure they are treated with equity. Bullying, and oppression will be dealt with appropriately to ensure that students are supported and valued and that the person on the bullying side of the situation learns how to treat others with respect and dignity.

Susanne Luhmann in “Queering/Querying Pedagogy? Or, Pedagogy Is a Pretty Queer Thing” they discuss teachers struggling with properly integrating “queer” into their curriculum (1998). It is to my knowledge and my beliefs that I must help all children to feel comfortable in their learning environment and give the knowledge and skills in order to be successful in life. I need to help students feel valued and safe as I teach them about equity for all peoples. To do this queer needs to be in my teaching practice, just as I must include all cultures, and races in the classroom. I want all of the students to know that who they are matters and that they are valued as a person. No one should have to hide who they are because they are afraid of discrimination.

Jiménez, K. (2009). Queering Classrooms, Curricula, and Care: Stories from Those Who Dare, Sex Education, 9:2, 169-179, DOI: 10.1080/14681810902829638. https://www.tandfonline.com/doi/abs/10.1080/14681810902829638.

Luhmann, S. (1998). Queering/Querying Pedagogy? Or, Pedagogy Is a Pretty Queer Thing. York University. Queer Theory in Education. (pp. 120-132).

Saskatchewan Ministry of Education. (2015). Deepening the Discussion: Gender and Sexual Diversity.

Ben Levin, in their article about the policies and the politics of curriculum, they talk about how curriculum is created and who is involved in the process. School curricula is developed and influenced by many different people and groups of people. The authority of the decision making for curriculum involves groups of peoples at different levels, including national, state or province, local, and even individual schools. A simple way to explain how curriculum is created and put in place is; details for new or revised curriculum is drafted up by exports and sector representatives, and is directed by government officials. The details are then reviewed until a satisfactory final copy is completed. Sometimes the curriculum is rolled out in a pilot basis, to test it out and then revise if needed, while other times it just goes straight into implementation. The whole process from beginning to end can take upwards of two years to complete.

While curriculum is in the creation process many different groups push to have the knowledge they believe to be important to be an important focus in curriculum. There were some things that surprised me about the development of curriculum. Levin states that policies aren’t always based on facts or real evidence, they are based on beliefs. To me this seems like a very flawed way of doing things. The fact that curriculum and standardised tests are disconnected to me didn’t make sense. How are teachers supposed to ensure their students have the skills to be successful if the information they are being told to teach doesn’t directly connect with what the children are needing to know. Another thing I learned, which didn’t surprise me, but was disappointing is the fact that some group have a more influential say due to the fact that they are better organized and have more funding. In this situation money talks. This concerns me, as even though you have the funds it doesn’t mean you have the proper knowledge or expertise.

Somewhat new to curriculum in Canada is the implementation of treaty education and education of our indigenous peoples. I know now that the information on indigenous peoples that I was taught in school was not the truth or the whole story of what happened in Canada. Many crucial and important details were left out, I believe this caused a lot of misinformation in my generation leading to, very racist views and stereotypes, based on a lot of false information. In the article “Treaty Education Outcomes and Indicators” it gives a brief overview of what is to be brought into the curriculum in regards to treaty education. The goals to be taught are as listed; treaty relationships, spirit and intent of treaties, historical context of treaties, and treaty promises and provisions. I believe it is important for us to learn about treaties as we are all treaty people and the facts pertaining to treaty influence everyone. Treaties and Indigenous people in Canada has been an important topic and is something everyone should have knowledge on. Though there seem to always be controversies on the rights of Indigenous peoples and the treaties actually being honoured as they should. I myself and am in the beginning of my education of treaty and Indigenous peoples.

I believe acceptance and equity for all should be a big focus that goes into creating curriculum. I think curriculum and outcomes should be leaning towards individuality and equity for all students.

Levin, B. (2008). Curriculum policy and the politics of what should be learned in schools. In F. Connelly, M. He & J. Phillion (Eds.), The SAGE handbook of curriculum and instruction (pp. 7 – 24). Los Angeles, CA: Sage. Available on-line from: http://www.corwin.com/upm-data/16905_Chapter_1.pdf.

Saskatchewan Ministry of Education. (2013). Treaty Education Outcomes and Indicators. Government of Saskatchewan.

According to the common sense, a good student is one that shows up to class focused, and ready to learn, one that wants to learn, and has the capacity to learn in the mainstream way that knowledge is passed on. Sit still and quietly, listen, follow instructions, absorb knowledge, and regurgitate it later in an exam. Learning what is in the curriculum guide is the goal; there is no room for exploring curiosities and being creative. You also need to belong to the Religion of majority and not stand out from the majority in any way. You must fit perfectly into societies mold. Standing out and being unique is not an option.

To me this really doesn’t benefit anyone, but when you list all of these items needed to be checked off to be a perfect student, you are left with children who are from families with money, are of the mainstream race and culture, and children who are “typically” developing along the “proper” timeline.

In “A History of Education,” Painter talks about how children need to be filled with the proper useful knowledge so that they can fit in and be a productive part of society and live a fulfilling life. History tells us how to properly educate students and warns us of the dangers of free thinking and creativity. “Man” needs to be taught the necessary knowledge and skills in order to perform the duties to live a successful life. History adds that education is not to be creative or fun.

Kumashiro talks about children who don’t fit the mold of the perfect student, and how they are failing them by not being able to help them to display “proper” behaviour. As a teacher they feel the pressure of creating perfect students and behave in the acceptable mainstream manner.

I feel history has its place and that we do learn a lot from it, but it is comforting to know that people are able to evolve and better themselves. Education needs to be more about the student rather than focusing on the content and how the content is passed on. How do you help someone learn if the way in which they learn is not considered? A good student is plain and simple, a student; all students are good students.

Kumashiro. (2010). Against Common Sense, Chapter 2 (pp. 19 – 33) – “Preparing Teachers for Crisis: What It Means to Be a Student”

Painter. (1886). A History of Education

When we talk about curriculum in a broad sense, we are referring to the specific knowledge and information needed to be passed on to students in order to meet the end goals of a specific class or course. Different forms or styles of curriculum incorporate different ways of teaching or sharing knowledge, and different ways of assessing if the knowledge was successfully understood or learned. When looking at how knowledge is passed down to students and how their understanding of this new knowledge is assessed, we tend to run into many problems. Students are individuals, meaning that they learn in their own unique individual way. If we are to teach in only one way, we are placing many students at a disadvantage and setting them up for failure.

In the article “Curriculum theory and practice” Smith talks about the Tyler rational of curriculum. Focusing on curriculum in this way often lacks individuality and leaves little to no room for creativity. Memorization of specific information or skill to then be regurgitated for an exam or assessment, is required to be successful. I remember taking notes, after notes, after notes, and reading them over, and over to attempt to remember them, so I could quickly answer questions on an exam. What did I actually learn when I was doing this and being taught in this way? I’m going to say next to nothing. I hated school, which is interesting since I love learning. This type of hands off learning, listen, read, memorize, did not fit my learning style by any stretch of the imagination, especially if it was something I didn’t find interesting. I remember in high school getting career counseling from my home room teacher. He was determined that I take biology as without it, I was completely losing my chances at getting a career in the medical field. What if I wanted to be a doctor or a nurse or even a surgeon? I needed to focus on all of the sciences and art seemed very unimportant in his mind. I knew for a fact that even if I was interested in the medical field, which I most certainly was not, the fact that I fainted at the site of blood kind of solidified in my mind this was not the proper career path for me to choose. According to traditional curriculum you NEED this knowledge to be successful in life.

To me it makes more sense to follow your interests and curiosities; as a teacher I want my students to understand not memorize, I want them to find something they love so they can be successful in life AND happy. Yes, there is a need for certain knowledge, but it needs to be passed on to students in a way that benefits them, not what the “system” thinks is best practice.

There is a place in curriculum to have specific requirements and knowledge to be passed on. There are things in life we do need to know to be successful productive beings. As a teacher it is nice to have a guide for what you should be teaching and what is appropriate for what stage of development. So in this way there are some good aspects of this type of curriculum. This being said we also need to focus on the fact that this knowledge changes as the world makes new discoveries and advances in all “subject” areas. In this sense the product that is linked to Tyler’s theory of curriculum should be forever changing in order to be current and relevant.

I find this way of teaching to be very close minded. Yes, the expectations for a teacher are clear and easily understood, but the chance for creativity and meeting children’s differing needs just isn’t there. In education the students and their well being is more important, than if they can name all of the states in the U.S. and their capitals.

Smith, M. K. (1996, 2000) ‘Curriculum theory and practice’ the encyclopaedia of informal education, www.infed.org/biblio/b-curric.htm.

Kumashiro talks about common sense and defines it as “what everyone should know”. Common sense is everywhere, it is the knowledge that people come to know and accept as normal thoughts, behaviours, and how society “functions” as a whole. Common sense varies depending where you are in the world; from countries, to provinces, right down to smaller areas, such as towns and villages. Is there a problem with common sense? There can be, especially if it doesn’t evolve, as the world does constantly; without evolving it can become very oppressive. Society begins to better itself in ways such as, acknowledging and accepting all genders, putting an end to racism, gender equity in the work force, and the way in which education is carried out and assessed. As teachers we educate our students making them aware of changes, we teach new common sense, we embody this new common sense, and lead by example.

Kumashiro talks about common sense in schools and their experience in a new country. The common sense within the school system in the Nepali village Kumashiro starts teaching in, is very different from the norms they were used to in the United States. When teaching, the textbook was followed to the letter and children were beaten if they didn’t behave. The common sense that I’ve come to know, is very different from this, and has even evolved as I’ve grown up.

As a student, the teacher knew everything and our ideas and opinions weren’t valid, as we didn’t have the education to form our own ideas. From my experience in my learning career, I know this to be untrue. As I progress on my path to becoming a teacher, I have come to understand that the “teacher” isn’t the only one that teaches in the classroom. Valuing and addressing student’s ideas and knowledge helps them to become stronger learners and in turn you a stronger teacher, and learner.

In order to avoid “the problem of common sense,” within our teaching career, we must be constantly re-evaluating and adapting. It is important that as we teach, we strive towards a better more accepting world for our students, and constantly challenge and evolve our common sense understandings.

Kumashiro. (2009). Against Common Sense: Teaching and Learning Toward Social Justice, pp. XXIX – XLI