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How might we begin to address the ways in which the systems that we teach our curriculum in are intrinsically homophobic, transphobic, biphobic and oppressive towards queer and trans people?

To begin to address these systems, we must start by educating ourselves. As future teachers, we should all be lifelong learners willing to continue this learning. The readings this week allow us to recognize the problems with institutionalized injustices. Once recognition occurs, society can begin to determine an individualized action plan for how we will become justice-oriented citizens, so we can enable our students to do as well. As teachers, we often feel obligated to teach the students, but possibly stepping back and allowing the students to teach us may be an effective way to start.

If the curriculum doesn’t directly address these issues, the responsibility relies on our pedagogy. Reduction of heteronormative terminology and behaviours becomes our responsibility. The reading Deeping the Discussion can be utilized for ideas of how to do this and as a utilization tool in cases of retaliation. Society as a whole needs to be educated. It is vital to acknowledge any controversial concept often takes generations to deteriorate, and it takes patience and listening to begin to progress toward change.

Through many conversations with peers, educators, parental figures, and more, the institutionalized injustices became more and more prevalent to me. My recertification for my WSI last year taught us how to appropriately acknowledge pronouns in swimming lessons, the uproar created by this simple task was unimaginable in my mind. The societal resistance created through concepts that inhibit simple human decency and respect is mindblowing to me and reveals how far our society must still advance.

“The goal is our schools will reflect the society we want to live in, not the society that is.” – Vianne Timmons

Resources

Saskatchewan Ministry of Education. (2015). Deepening the discussion: Gender and sexual diversity. Retrieved from https://drive.google.com/file/d/17TCgB32xu8_51dwqO4hbPlY1ULgvFrKp/view

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 lecture if you wish.

Within my educational experience, the Tyler rationale was present in many forms. In high school, my class was a very high achieving class, though we did have some students who struggled. Adaptations were hardly made to allow these students to succeed. School focussed on heavy loads of content, brief reviews, and large forms of assessment.

The Tyler rationale limits learning styles and success rates to those who learn from direct teaching. Those who need more time to be able to obtain the knowledge learned through direct learning will ultimately be ignored. Due to his focus on the product, students process is assumed to fit the norm. Any student who doesn’t fit the typical norm will struggle to succeed.

The benefits of the Tyler rationale include ability to progress through all outcomes and indicators without time restraint. It allows students who excel in concepts to be able to build their knowledge onto more advanced topics at a quicker pace. The text speaks of Tyler’s reliance of behavioral process, suggesting that students who behave as expected will excel. It is important to note that students home life and personal experience may influence behaviour.