Sexual Diversity and the Curriculum I have chosen to examine Sexual Diversity and the curriculum for my critical summary. Throughout my experience in school, I have little to no experience learning about sex or the LGBTQ+ community. In about 5th grade, we got the ever so known “talk.” This is where a nurse came in to talk to us about what it means to be a girl or a boy. They split us up by our gender; the talk was super awkward for everyone because we talked about it once one-time and never again. This experience has made me realize that the curriculum is flawed regarding essential topics like sex…

Questions: Curriculum development from a traditionalist perspective is widely used across schools in Canada and other countries. Think about: (a) The ways in which you may have experienced the Tyler rationale in your own schooling; (b) What are the major limitations of the Tyler rationale/what does it make impossible; and (c) What are some potential benefits/what is made possible. Be sure to refer to the assigned article in your post; you may also include information from the lecture if you wish. I have been in school for years now, and I have seen the Tyler rationale implemented in all classes. One example of how I experienced the Tyler rationale was…

How does Kumashiro define ‘commonsense?’ Why is it so important to pay attention to the ‘commonsense’? What commonsense understandings of curriculum and pedagogy do you bring with you into this course? Kumashiro defines “commonsense” as what is usually or typically practiced; it is known as routine.  It is essential to pay attention to commonsense because it tells how one’s knowledge is shaped by life experience, environment and education. Kumashiro talks about challenging commonsense. She says commonsense secures a certain amount of comfort to someone. She says commonsense is often what helps us make sense of our everyday life. For example, it is known here in Saskatchewan that we typically start…