In  this article, Kumashiro describes “common sense”  and common sense ideas as varying depending on where you are and the people you are around.  Local customs, traditions, and norms will influence what common sense is to a group of people and that in turns becomes part of the identity of the people.  As we read, his transition from America to Nepal was one that made him adapt to much change and adapt to a new “common sense” that fit into the Nepalese lifestyle. His efforts to bring different methods of teaching and learning to the classroom were not met positively by students.

Kumashiro explains that its important to pay attention to what is considered common sense because often common sense goes unquestioned and unchallenged even though it can still be oppressive and make people feel marginalized.  The public is lead to believe that schools are neutral grounds but the reality is social, moral and political issues arise in the classroom settings whether we want them to or not. As it says in the article, common sense is not what should shape educational reform; instead it should be examined and looked at critically so we can improve the experiences of all students.

Coming into this course, my understanding of what curriculum and pedagogy were was limited. This being my second year of in the education program I was introduced to these concepts and learned about them during my first year but I know that there is much more to learn about both topics. What I would consider “common sense” for curriculum and pedagogy are things like curriculums being on a set schedule, with a clear set of content usually coming with expectations from students, parents, and the governments creating them. Curriculums are seen as what should be taught in schools and straying from them (the common sense) is generally not well received by the public. Pedagogy as I understand it is more the practices and methods you use as a teacher and how they approach teaching in general; their teaching style.