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WEEK 10

This article was probably one of the best ones for me. It talks about the hidden politics that was and still can be found in most curriculums. There has been a movement to fight against anti-racism for approximately 100+ years. The most significant piece being Brown v Board (1954), this court case leading to the desegregation of schools throughout the US. Yes, it is instrumental however we see little to no work being done to reform people’s belief or the schools that were conditioning students of color to feel inferior to their white counterparts. Zimmerman, a historian who advocates for fighting against prejudice mentions; “I do not say that a change in our anti-negro textbook will kill prejudice, but I am convinced it is a major step in that direction.” (Zimmerman, 2002) This quote is important because it tells us that there were people who knew that the government needed to take steps. The government was putting a treating a huge problem instead of working towards a cure. Our govern...
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Week 10: Curriculum Design, Equity, and Social Justice

This week’s reading is pulling my mind in a lot of different directions, in an effort for something focused for you all to react to I will try to segment my thinking. The oft quoted saying “history is told from the  perspective of the victor.” Pinar pulls out many instances where the dominant class (right wing white segregationists), tried to impact curriculum by controlling what history was published in textbooks. This sentiment was best summarized by a Californian who said, “we do have much for we are not proud, but why play up our mistakes, downgrade our heros, and please our enemies?” Also what propolled the argument to limit textbook and curriculum references to public housing and other left wing ideas was a strong anti-communist sentiment in America. They feared that teaching about racial violence and Black poverty would be somewhat of a communist dog-whistle. Another thing I thought about is decrying poverty, and advocating for better housing and jobs, and other “lef...
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Week 13 - Evaluations

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Evaluation is the test of a teacher’s curriculum design, according to Tyler. They are meant to show how students have changed in either knowledge or behavior since coming into contact with the curriculum of a particular class. Tyler cautions that while most people associate pencil and paper tests involving bubbling multiple choice answers or writing essays as the exclusive forms of assessment in schools, that other forms are also valid, like practical projects involving putting the learning to use to make something, for instance. Evaluations should not only be done once, but several times throughout a course to show whether a student’s behavior/knowledge has changed/improved over time. Tyler optimistically muses that evaluations should be given yearly to students, even after they graduate, to see if they’ve retained what they had learned. While this sometimes happens in longitudinal studies, it is not currently standard practice in the American education system. ( Not the onl...
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