Levin’s article “” states that “curriculum is defined as an official statement of what students are expected to know and be able to do”(2008, p.8) this perspective on curriculum shows how important curriculum will impact students. Levin’s article focuses on who makes these decisions on what is important for students to learn. Before reading Levin’s article I never recognized the political influence that is placed on curriculum content. I found it hard to believe just how much political power influences the levels of importance placed on different academic subjects. Although I did not notice it before it makes sense considering how largely politics influences many aspects of societal choice. The idea of “public policy” (Levin, 2008,p.8) also influences curriculum content and how specific material makes it into the curriculum. The curriculum itself is an example of public policy in place to push forward specific topics and lessons that select people feel are important. The political beliefs that hold power will influence the content that is in place within the curriculum. Considering curriculum as a policy that must be enforced we see specific ideas of importance through what is taught within schools. It is odd to me how little influence actual educators hold in curriculum decisions and how the political government’s opinions out way educators in what is important within education.

With Levin’s article and the Treaty Education Document, I can see how politics have influenced the ideas and the language used while talking about Treaty Education. Although it is a good thing to be implementing Treaty education, the outcomes, and indicators meet a few brief and small sections within the curriculum. Potentially treaty education does not hold the same ‘political importance’ as say subjects such as English or Math. Therefore, we do see it as prominent in our curriculum. Despite the fact that we are all Treaty people and should learn to recognize the importance of that within our everyday lives.

 

Sources Referenced

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)

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