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?

The easiest and quickest way to define ‘commonsense’ is limitations. Commonsense limits thought process, growth, evolution, openness, etc. Commonsense is simply tradition; a way of thinking that has stayed the same for years. There is a sense of comfort in the repetition of common sense. Kumashiro states “‘Common sense’ is really an insistence that we view things as some in society have traditionally viewed things and want to continue viewing things” (XXXVI),  and this way of thinking has a tendency to cause negative effects. The oppressions already in play in schools and classrooms are continuing to be taught because of our use of “commonsense”.  An exceptional  quote from Kumashiro is“The Problem of Common Sense” is “Common sense is not what should shape educational reform or curriculum design; it is what needs to be examined and challenged.” (XXXVI). 

As future educators it is important to pay attention to the ‘commonsense’ to become intellectually  aware professionals. Understanding that ‘commonsense’ is an influence in curriculum and pedagogy is the first step to being able to recognize it in the professional setting. Kumashiro was faced with ‘commonsense’ during his time in Nepal. What was common sense to him was forign to the people of Nepal and what the people of Nepal found to be common sense took Kumashiro time to learn. He went into his practices believing that the Nepal people were wanting to learn the American ways and this was problematic because of his “assumptions about U.S superiority.” (XXXIII). It is key to understand that common sense changes from person to person, culture to culture, family to family, etc.  Schools can only place priority on challenging oppression if teachers and professionals are able to identify and pay attention to ‘common sense’.

As a student that has been in multiple different classrooms I have picked up on some common sense understandings about curriculum and pedagogy. In many classrooms the curriculum has been very strict and stuck too, there was no veering off topic into different aspects of what we were learning. As well it seemed like talking about gender, sexuality and other things were light topics that were avoided. All my high school classes were taught in teacher-centered environments, where you took notes and memorized, and that was just how it was. Nobody questioned it. I carry with me the teacher-centered environment to university because that was my expectations for all university classes.