Hidden Curriculum
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awhodat
Mar 7, 2010, 12:03:40 AM3/7/10
to 1301: Negotiating Curriculum
Dewey writes that “the only true education comes through the
stimulation of the child’s powers by the demands of the social
situations in which he finds himself.” I choose to begin this
discussion with this quote simple because I do agree with the author.
The only way we can know if the child’s educational needs are being
met is to give the child a voice in the decision making process of his
or her education. As I was reading the different articles, I think I
now have a broader understanding of what Hidden Curriculum is.
Although not all conclusive, I will credit Ahwee, et al for making it
clear as they defined Hidden Curriculum. How often, we as teachers
sometimes perpetrate the travesty that goes against our very core
simply because it is being forced upon us and the children we teach.
As I was reading the articles, I was especially drawn to The Hidden
and Null Curriculums: An Experiment in Collective Educational
Biography. One aspect of the hidden or null curriculum that I would
like to draw attention is the "Marginalized Groups and the Null
Curriculum". It is said that "all men are created equal"{ and
therefore have equal rights. In America, one of those rights is a
quality education for all - equal opportunity, equal access, and
equality of instruction (Van, 2006). It would be great if this
statement was true and is practiced in all aspects of life here in
America.
As a teacher in an urban community I see the disparity in the
curriculum and the resources provided to students for academic
success. On example of that is the fact that I teach in a
predominantly African-American population and I find that the culture
and the people is not being celebrated. What I mean by this is that
the students are not participating in activities that celebrate the
accomplishments of African-American. They are not being made aware
that there is more to their culture than Hip-Hop, Rap, and sports such
as Basketball. One thing in particular in my school that disturbs me
is the fact that the curriculum requires the children to write a
biography as a part of the writing curriculum. However, the children
do not have the necessary resources to help them write and learn about
a subject they may choose. There are no special assemblies held to
promote the accomplishment of "Black" America and it is not included
in the curriculum. Here, Suzette Ahwee, et al. addresses the issue of
the marginalized groups and the null curriculum by highlighting the
fact that marginalized groups such as women, African Americans, gays
and lesbians are being excluded from the curriculum. Ahwee went on to
further refer to the fact that their issues, struggles, contributions
and triumphs have not been deemed worthy of celebration. I choose to
highlight this quote simple because that is how I feel sometimes, as
though their contribution to society was not valuable.
As a teacher in the negotiation curriculum class the question now
becomes "how do I make changes to this disparity of resources for my
children?". Is this a purposeful and deliberate exclusion of the
perspectives, issues, and histories of particular population and
cultures as is asked in the article, or is the fact that it is just
generally an oversight that no one is paying attention to? As a
Caribbean-American teacher, I can choose to either be quiet about this
issue or bring awareness to it by making sure the students in my
classroom have the resources necessary to learn about their culture.
This is an important aspect of my teaching practices as is mentioned
by Ahwee, et al ,. As teachers we become the transmitters of
unintended instruction because we are participating in a travesty that
does not create an unbias space for children learning. Like Dewey we
are to realize that learning begins at home and is continued in school
and beyond, that the children come to us with their own funds of
knowledge and that we should celebrate what they bring to the
classroom.
The three articles I would like to explore further are The Schooling
of Literacy (Street); Letting in the Sun: Native Youth Transform
Their School with Murals; and Minority Parents Should Know More about
School Culture and Its Impact on Their Children's Education. These
articles are important to me both as a teacher and a parent. As a
parent it draws awareness to what I should be looking for in what my
children are being taught and how it influences their learning and or
academic successes. For example as I was reading the article about
Minority Parents some of the same concerns are my concerns too. My
daughter attended a gifted elementary and gifted junior high school.
Now that she is in high school, the enthusiasm is no longer there.
She is not as eager to study like she did before. Needless to say I
am getting on her and like the parents in the article that addresses
how the culture of the school impacts children education, I too wants
to know how my child did so well in elementary and junior high school
and now that she's in high school, the same zeal and enthusiasm is not
being manifested.
stimulation of the child’s powers by the demands of the social
situations in which he finds himself.” I choose to begin this
discussion with this quote simple because I do agree with the author.
The only way we can know if the child’s educational needs are being
met is to give the child a voice in the decision making process of his
or her education. As I was reading the different articles, I think I
now have a broader understanding of what Hidden Curriculum is.
Although not all conclusive, I will credit Ahwee, et al for making it
clear as they defined Hidden Curriculum. How often, we as teachers
sometimes perpetrate the travesty that goes against our very core
simply because it is being forced upon us and the children we teach.
As I was reading the articles, I was especially drawn to The Hidden
and Null Curriculums: An Experiment in Collective Educational
Biography. One aspect of the hidden or null curriculum that I would
like to draw attention is the "Marginalized Groups and the Null
Curriculum". It is said that "all men are created equal"{ and
therefore have equal rights. In America, one of those rights is a
quality education for all - equal opportunity, equal access, and
equality of instruction (Van, 2006). It would be great if this
statement was true and is practiced in all aspects of life here in
America.
As a teacher in an urban community I see the disparity in the
curriculum and the resources provided to students for academic
success. On example of that is the fact that I teach in a
predominantly African-American population and I find that the culture
and the people is not being celebrated. What I mean by this is that
the students are not participating in activities that celebrate the
accomplishments of African-American. They are not being made aware
that there is more to their culture than Hip-Hop, Rap, and sports such
as Basketball. One thing in particular in my school that disturbs me
is the fact that the curriculum requires the children to write a
biography as a part of the writing curriculum. However, the children
do not have the necessary resources to help them write and learn about
a subject they may choose. There are no special assemblies held to
promote the accomplishment of "Black" America and it is not included
in the curriculum. Here, Suzette Ahwee, et al. addresses the issue of
the marginalized groups and the null curriculum by highlighting the
fact that marginalized groups such as women, African Americans, gays
and lesbians are being excluded from the curriculum. Ahwee went on to
further refer to the fact that their issues, struggles, contributions
and triumphs have not been deemed worthy of celebration. I choose to
highlight this quote simple because that is how I feel sometimes, as
though their contribution to society was not valuable.
As a teacher in the negotiation curriculum class the question now
becomes "how do I make changes to this disparity of resources for my
children?". Is this a purposeful and deliberate exclusion of the
perspectives, issues, and histories of particular population and
cultures as is asked in the article, or is the fact that it is just
generally an oversight that no one is paying attention to? As a
Caribbean-American teacher, I can choose to either be quiet about this
issue or bring awareness to it by making sure the students in my
classroom have the resources necessary to learn about their culture.
This is an important aspect of my teaching practices as is mentioned
by Ahwee, et al ,. As teachers we become the transmitters of
unintended instruction because we are participating in a travesty that
does not create an unbias space for children learning. Like Dewey we
are to realize that learning begins at home and is continued in school
and beyond, that the children come to us with their own funds of
knowledge and that we should celebrate what they bring to the
classroom.
The three articles I would like to explore further are The Schooling
of Literacy (Street); Letting in the Sun: Native Youth Transform
Their School with Murals; and Minority Parents Should Know More about
School Culture and Its Impact on Their Children's Education. These
articles are important to me both as a teacher and a parent. As a
parent it draws awareness to what I should be looking for in what my
children are being taught and how it influences their learning and or
academic successes. For example as I was reading the article about
Minority Parents some of the same concerns are my concerns too. My
daughter attended a gifted elementary and gifted junior high school.
Now that she is in high school, the enthusiasm is no longer there.
She is not as eager to study like she did before. Needless to say I
am getting on her and like the parents in the article that addresses
how the culture of the school impacts children education, I too wants
to know how my child did so well in elementary and junior high school
and now that she's in high school, the same zeal and enthusiasm is not
being manifested.
jasmijn quon
Mar 7, 2010, 2:10:03 PM3/7/10
to 1301-negotiat...@googlegroups.com
Dear Class and Awhodat/pahun...@gmail.com (Pauline?),
I think that the quote of Dewey that you/Awhodat included is true, and surely speaks to how valuable and powerful the environment is in developing one's education (socio-cultural theory!). Though I do agree with Dewey's quote, “the only true education comes through the stimulation of the child’s powers by the demands of the social situations in which he finds himself,” I also wonder if literature and learning about history might also give some edge to the true education? So, this quote is making me think of someething else than what Awhodat wrote, (though I think you make good points!). So, does this mean that we cannot learn as well through vacarious experiences? On one hand, I see his point that if you do expereince the real thing, you do have that insight and true understanding that you might not get from reading. On the other hand, I sometimes wonder if we can gain just as deep of insight if we really read really powerful texts that move us to understand just as deeply on a different level or perspective.Of course, this is might be rare, but then each experience gives us a different depth of perspective, right? The one who expereinces has one view, while the vacarious learner might have a more retrospective view that might be valuable in a different way that the other might not be able to see or have. Am I understanding this quote correctly? Let me know if I didn't get the understanding of this quote.
I think that the quote of Dewey that you/Awhodat included is true, and surely speaks to how valuable and powerful the environment is in developing one's education (socio-cultural theory!). Though I do agree with Dewey's quote, “the only true education comes through the stimulation of the child’s powers by the demands of the social situations in which he finds himself,” I also wonder if literature and learning about history might also give some edge to the true education? So, this quote is making me think of someething else than what Awhodat wrote, (though I think you make good points!). So, does this mean that we cannot learn as well through vacarious experiences? On one hand, I see his point that if you do expereince the real thing, you do have that insight and true understanding that you might not get from reading. On the other hand, I sometimes wonder if we can gain just as deep of insight if we really read really powerful texts that move us to understand just as deeply on a different level or perspective.Of course, this is might be rare, but then each experience gives us a different depth of perspective, right? The one who expereinces has one view, while the vacarious learner might have a more retrospective view that might be valuable in a different way that the other might not be able to see or have. Am I understanding this quote correctly? Let me know if I didn't get the understanding of this quote.
From: awhodat <pahun...@gmail.com>
To: 1301: Negotiating Curriculum <1301-negotiat...@googlegroups.com>
Sent: Sun, March 7, 2010 12:03:40 AM
Subject: Hidden Curriculum
makeda huggins
Mar 7, 2010, 5:39:18 PM3/7/10
to 1301: Negotiating Curriculum
Hello everyone sorry my post is so late. I thought the google
assignment was pushed back with the other items in the syllabus. I
would like to jump into the dialogue started by Awhodat. In reference
to the quote "the only true education comes through the stimulation of
the child's powers by the demands of the social situations in which he
finds himself". There were many points in the Dewey readings that made
me question many classroom practices we develop or perpetrate on our
children. For instance I was thinking about the many writing workshop
topics that I cover over the course of the year and how many of them
really deal with the experiences of the children. The assignments
usually are some response to content matter, for instance writing a
response to recall facts or to give a response about a characters
behavior and so many other writing prompts which may not take the
children's experiences into account. As I was reading this article it
made me recollect many of the writing prompts that I use to consider
using in my writing workshops. In example: a feelings book where
children write about different feelings (sad, happy, afraid, loved
etc...) and what makes them feel this way, writing a How To book on
making their favorite snack. I think these simple ideas, thoughts
practices allow children to learn through their own simple innocent
experiences. It also allows children to have a voice in their
education. I have to admit I really have gotten away from this and the
article and the entry by Awhodat really brought it home to me. I am
not stating that the subject matter in our curriculum is not important
but their needs to be a balance.
I am presently in the midst of reading the Hidden Curriculum
readings but from what I have read so far It would seem that a part of
the hidden curriculum is that our children don't have an experience
that is worthy of being tapped into.I am not stating that all teachers
are guilty of this I am just stating that from the articles and
entries I can see in my teaching practices in an effort to cover the
curriculum I have ignored the children's voice in the curriculum.
Another point I agree with in the entry by Awhodat is the lack of
accomplishments celebrated within the curriculum by marginalized
groups. Our students may internalize this as these groups did not
contribute any significant work to the material under study. Then I
was reminded in the Dewey article it mentions: "It is the teacher who
has access to both worlds, who has come to know understand both
"constituent elements" of the situation, the world of the child and
the field of studies. Teachers thus become the link that bridges the
personal world of the child and the larger, ordered world of
categories, of impersonal facts and laws, and logical
classifications". I understood this quote to mean that we as teachers
are the unifying agent and it is up to us to find a way to link what
the children enjoy or are interested in with what they need to know.
Please understand me when I write this is a lot of responsibility for
the teacher and I don't run away from work or responsibility, but
merging all of these elements is pretty heavy for teachers to add to
their already intense schedules. What this means is for those students
that only want to listen or only know about Rap/Hip Hop we find a way
to teach how Rap/Hip Hop originates from Blues and and other music
forms and we discuss the similarities and the differences. In response
to my dillemma of getting the children's voices merged into the
writing response I guess I have to be more creative and look for areas
in which their personal narratives can fit. I hope I'm making sense?
Lastly, I want to address your last statement about in reference
to children loosing that spark, an eagerness to learn when they are
about to enter high school. I agree. My son attended private schools
and he always was eager to do well and get good grades and be a part
of extra curricular activities. I did not have to motivate him much.
As he entered high school I too saw a change. There are so many
factors that play a role: the fact that they are tested up the wazooo,
hormones, wanting to be down and not seen as a geek or nerd, perhaps
the setting is no longer nurturing because they are entering
adolescence and then adulthood, elementary and middle school teachers
may be somewhat animated in the delivery of the material but in high
school I don't know if that is a part of the teacher's function. Now
the teacher is preparing the student for adulthood and college so the
objective changes and perhaps the methodology does too. Please I don't
want to offend anyone, I'm just thinking aloud that perhaps the ball
is in the students' court to remain interested and prepared once they
enter high school.
Makeda Huggins
assignment was pushed back with the other items in the syllabus. I
would like to jump into the dialogue started by Awhodat. In reference
to the quote "the only true education comes through the stimulation of
the child's powers by the demands of the social situations in which he
me question many classroom practices we develop or perpetrate on our
children. For instance I was thinking about the many writing workshop
topics that I cover over the course of the year and how many of them
really deal with the experiences of the children. The assignments
usually are some response to content matter, for instance writing a
response to recall facts or to give a response about a characters
behavior and so many other writing prompts which may not take the
children's experiences into account. As I was reading this article it
made me recollect many of the writing prompts that I use to consider
using in my writing workshops. In example: a feelings book where
children write about different feelings (sad, happy, afraid, loved
etc...) and what makes them feel this way, writing a How To book on
making their favorite snack. I think these simple ideas, thoughts
practices allow children to learn through their own simple innocent
experiences. It also allows children to have a voice in their
education. I have to admit I really have gotten away from this and the
article and the entry by Awhodat really brought it home to me. I am
not stating that the subject matter in our curriculum is not important
but their needs to be a balance.
I am presently in the midst of reading the Hidden Curriculum
readings but from what I have read so far It would seem that a part of
the hidden curriculum is that our children don't have an experience
that is worthy of being tapped into.I am not stating that all teachers
are guilty of this I am just stating that from the articles and
entries I can see in my teaching practices in an effort to cover the
curriculum I have ignored the children's voice in the curriculum.
Another point I agree with in the entry by Awhodat is the lack of
accomplishments celebrated within the curriculum by marginalized
groups. Our students may internalize this as these groups did not
contribute any significant work to the material under study. Then I
was reminded in the Dewey article it mentions: "It is the teacher who
has access to both worlds, who has come to know understand both
"constituent elements" of the situation, the world of the child and
the field of studies. Teachers thus become the link that bridges the
personal world of the child and the larger, ordered world of
categories, of impersonal facts and laws, and logical
classifications". I understood this quote to mean that we as teachers
are the unifying agent and it is up to us to find a way to link what
the children enjoy or are interested in with what they need to know.
Please understand me when I write this is a lot of responsibility for
the teacher and I don't run away from work or responsibility, but
merging all of these elements is pretty heavy for teachers to add to
their already intense schedules. What this means is for those students
that only want to listen or only know about Rap/Hip Hop we find a way
to teach how Rap/Hip Hop originates from Blues and and other music
forms and we discuss the similarities and the differences. In response
to my dillemma of getting the children's voices merged into the
writing response I guess I have to be more creative and look for areas
in which their personal narratives can fit. I hope I'm making sense?
Lastly, I want to address your last statement about in reference
to children loosing that spark, an eagerness to learn when they are
about to enter high school. I agree. My son attended private schools
and he always was eager to do well and get good grades and be a part
of extra curricular activities. I did not have to motivate him much.
As he entered high school I too saw a change. There are so many
factors that play a role: the fact that they are tested up the wazooo,
hormones, wanting to be down and not seen as a geek or nerd, perhaps
the setting is no longer nurturing because they are entering
adolescence and then adulthood, elementary and middle school teachers
may be somewhat animated in the delivery of the material but in high
school I don't know if that is a part of the teacher's function. Now
the teacher is preparing the student for adulthood and college so the
objective changes and perhaps the methodology does too. Please I don't
want to offend anyone, I'm just thinking aloud that perhaps the ball
is in the students' court to remain interested and prepared once they
enter high school.
Makeda Huggins
Erica Tymeck
Mar 7, 2010, 9:35:37 PM3/7/10
to 1301: Negotiating Curriculum
Hey Makeda-
I really like your last discussion in your post. As I just mentioned
to Anne, it is so interesting to me to hear about the different
experiences we all have (our own personal backgrounds, our students
ages/experiences, our different curriculum/pedagogy). I think the
discussion your brought up with your son and the shift once you enter
high school is a really valid one. Additionally, as a 4th grade
teacher there is a lot of research that shows that after 4th grade
students lose interest in school (text books, note taking, tests,
etc.). I feel that throughout our semester this might be an
interesting area to look at.
I really like your last discussion in your post. As I just mentioned
to Anne, it is so interesting to me to hear about the different
experiences we all have (our own personal backgrounds, our students
ages/experiences, our different curriculum/pedagogy). I think the
discussion your brought up with your son and the shift once you enter
high school is a really valid one. Additionally, as a 4th grade
teacher there is a lot of research that shows that after 4th grade
students lose interest in school (text books, note taking, tests,
etc.). I feel that throughout our semester this might be an
interesting area to look at.
I also really liked your idea, and appreciate your discussion about
the teacher as a bridge. As I think you were mentioning, there is a
lot of pressure on the students. Often, being the bridge between home/
school, admins/teachers, students and students, etc. there is a lot of
pressure on us. I feel that our role as educators and "bridges" is
critical, but especially for me as a new teacher, it would be helpful
to get some guidance on how to manage all of the worlds and pressures
we are given.
Looking forward to continuing these discussion in class :)
> ...
>
> read more »
suzette cross
Mar 7, 2010, 10:50:43 PM3/7/10
to 1301-negotiat...@googlegroups.com
Pauline,
You mentioned one particular issue that I have heard many parents and teachers alike ponder on and are puzzled by: What transpire between elementary to middle and high school, why students in general who were once enthusiastic and invested learners, lose their zeal to learn?
Is is purely physiological in that they have become more social beings by the time they arrive in middle school (As Dewey points out)? Or, between the difficult manueverings puberty demands and the academics process they must engage in, these vast array of changes has negatively impacted their overall progress? And/or maybe, as you posit, there is something insidious with our educational system in terms of the prescribed curriculum, standard resources, fairness for and in all districts as it pertains to budget, etc.
Yes, our African-American, or more so, Minority school communities are faced with curriculums that do not celebrate their history and therefore, they are not equipped to celebrate themselves and to acquire self-actualization. Our students in these urban areas are mostly clueless about how their ancestors affected their current lives, and how they can use the history of their people to propel them into a better future. Their history is simply not valued. I do not want to make this a race thing, but the longer I am teaching (and it hasn't been that long), the more aware I am becoming of the vast gaps in the text books we are compelled to use with our students.
In more case than one, they are far away from what they can identify with and relate to. Learning therefore become a task they do in class to get a grade and be promoted to the next grade level. If it were not for teachers who see this travesty, as you put it, and interject hidden curriculums, I cannot even begin to think what quality of youths we would be preparing and releasing as future leaders and citizens.
I have to say that as educators in this program and in our classrooms, we do not give ourselves enough credit in the wonderful work we are doing in our classrooms, because the discussions and assignments done so far, clearly indicate that we have been subly, blatantly, and sometimes, unconsciously scaffolding the curriculums we are forced to teach in such a way, that the students we are in charge of are given better exposure, more concrete experiences that they can connect to and expand on, that directly relate to their existence and realities.
In Dewey's "The Child and the Curriculum (p. 4), it is stated that those that govern the educational system determines fundamental factors of the education process segmentally instead of wholistically, which then result in said powers that be dictating how how children should learn. It is no secret that as educators, we disagree with the many red tapes we have to deal with and that their philosophical framework is quite in glaring contrast to ours. We are in the classrooms everyday with our kids; we are the ones who get to know them, their parents, and family in general. We see their strengths and weakness and have to devise methods - differentiation - to support them at whatever levels they're at. It is us that have the intimate knowledge of who our kids are and the best ways to they learn, therefore, the best pedagogy to teach them.
But, as in Dewey's article, "My Pedogic Creed," the psychological structure, activities, and educational process developed by these people are, "...haphazard and arbitrary." Thus the many types of schools - Public, Private, Charter, KIPP, Alternative, Magnate, etc. that are funded, equipped, and given varying curriculums which then produces students of different races for different positions in society.
These issue leaves me to question:
1. When will, or will there ever be a time, when our schools become standardized to the point where we don't have all these varying schools, that teach differently and at varying levels to our students?
2. Should there even be a standardized curriculum when our society is so multicultural?
3. Whose educational sect perpetuate and prolong, or validate and value the varying cultures?
There is no easy answer to any of this. However, one thing is certain, as teachers we have to intervene and scaffold the curriculum to include what is hidden and/or nullified.
|
|
Leandro Olivares
Mar 7, 2010, 11:36:54 PM3/7/10
to 1301-negotiat...@googlegroups.com
Hi, Pauline
I found your comment very interesting. It makes me think about my students. I teach in a school were would say that 80% of students are
hispanic. I would say that most them have little knowledge of their
cultural background or their ethnicity. They might know that their
parents are born in certain country, but not that they decendants
are from Africa; furthermore, the ignore the similatiries that are
among many of them culturally speaking. I think tha the main
reason is that they don't learn these things in school. They don't have
the opportunity to learn about the beauty of their culture, their
language, music, etc, because they spend most of the time
preparing themselves to take test. Some schools follow-up
to much the state curriculum that they forget to celebrate
African-American, and other minorites cultures.
These school what have what their own Null curriculum as mentioned
by Suzette Ahwee and collegues in the article.
--- On Sun, 3/7/10, suzette cross <suzy...@yahoo.com> wrote:
I found your comment very interesting. It makes me think about my students. I teach in a school were would say that 80% of students are
hispanic. I would say that most them have little knowledge of their
cultural background or their ethnicity. They might know that their
parents are born in certain country, but not that they decendants
are from Africa; furthermore, the ignore the similatiries that are
among many of them culturally speaking. I think tha the main
reason is that they don't learn these things in school. They don't have
the opportunity to learn about the beauty of their culture, their
language, music, etc, because they spend most of the time
preparing themselves to take test. Some schools follow-up
to much the state curriculum that they forget to celebrate
African-American, and other minorites cultures.
These school what have what their own Null curriculum as mentioned
by Suzette Ahwee and collegues in the article.
--- On Sun, 3/7/10, suzette cross <suzy...@yahoo.com> wrote:
Erica Tymeck
Mar 8, 2010, 12:22:28 PM3/8/10
to 1301: Negotiating Curriculum
Suzette-
You bring up such an interesting point regarding the differences
between school. Teaching in a Private school, it has been fascinating
for me to way the "pros" and "cons" between a private and public
education. This is true especailly in regards to curriculum. I feel
that I do not have the priorities, data demands and procedures that my
classmates have and it is really interesting to compare and contrast.
Additionally, as you said in your interesting questions, will the ever
be a time where all schools come "standard"?
You bring up such an interesting point regarding the differences
between school. Teaching in a Private school, it has been fascinating
for me to way the "pros" and "cons" between a private and public
education. This is true especailly in regards to curriculum. I feel
that I do not have the priorities, data demands and procedures that my
classmates have and it is really interesting to compare and contrast.
Additionally, as you said in your interesting questions, will the ever
be a time where all schools come "standard"?
Next i thought you point about identifying with culture is a great
one. In so many cases our students are unfamiliar and even ignorant of
this cultural background and history. However, do you think it is the
responsibility of the school? curriculum? to teach them about
themsevles? THining for myself i have a VERY culturally diverse
population, this seems liek a daunting task.
Really great points and great questions.
See you in class
On Mar 7, 10:50 pm, suzette cross <suzycr...@yahoo.com> wrote:
> Pauline,
> You mentioned one particular issue that I have heard many parents and teachers alike ponder on and are puzzled by: What transpire between elementary to middle and high school, why students in general who were once enthusiastic and invested learners, lose their zeal to learn?
>
> Is is purely physiological in that they have become more social beings by the time they arrive in middle school (As Dewey points out)? Or, between the difficult manueverings puberty demands and the academics process they must engage in, these vast array of changes has negatively impacted their overall progress? And/or maybe, as you posit, there is something insidious with our educational system in terms of the prescribed curriculum, standard resources, fairness for and in all districts as it pertains to budget, etc.
>
> Yes, our African-American, or more so, Minority school communities are faced with curriculums that do not celebrate their history and therefore, they are not equipped to celebrate themselves and to acquire self-actualization. Our students in these urban areas are mostly clueless about how their ancestors affected their current lives, and how they can use the history of their people to propel them into a better future. Their history is simply not valued. I do not want to make this a race thing, but the longer I am teaching (and it hasn't been that long), the more aware I am becoming of the vast gaps in the text books we are compelled to use with our students.
>
> In more case than one, they are far away from what they can identify with and relate to. Learning therefore become a task they do in class to get a grade and be promoted to the next grade level. If it were not for teachers who see this travesty, as you put it, and interject hidden curriculums, I cannot even begin to think what quality of youths we would be preparing and releasing as future leaders and citizens.
>
> I have to say that as educators in this program and in our classrooms, we do not give ourselves enough credit in the wonderful work we are doing in our classrooms, because the discussions and assignments done so far, clearly indicate that we have been subly, blatantly, and sometimes, unconsciously scaffolding the curriculums we are forced to teach in such a way, that the students we are in charge of are given better exposure, more concrete experiences that they can connect to and expand on, that directly relate to their existence and realities.
>
> In Dewey's "The Child and the Curriculum (p. 4), it is stated that those that govern the educational system determines fundamental factors of the education process segmentally instead of wholistically, which then result in said powers that be dictating how how children should learn. It is no secret that as educators, we disagree with the many red tapes we have to deal with and that their philosophical framework is quite in glaring contrast to ours. We are in the classrooms everyday with our kids; we are the ones who get to know them, their parents, and family in general. We see their strengths and weakness and have to devise methods - differentiation - to support them at whatever levels they're at. It is us that have the intimate knowledge of who our kids are and the best ways to they learn, therefore, the best pedagogy to teach them.
>
> But, as in Dewey's article, "My Pedogic Creed," the psychological structure, activities, and educational process developed by these people are, "...haphazard and arbitrary." Thus the many types of schools - Public, Private, Charter, KIPP, Alternative, Magnate, etc. that are funded, equipped, and given varying curriculums which then produces students of different races for different positions in society.
>
> These issue leaves me to question:
> 1. When will, or will there ever be a time, when our schools become standardized to the point where we don't have all these varying schools, that teach differently and at varying levels to our students?
>
> 2. Should there even be a standardized curriculum when our society is so multicultural?
>
> 3. Whose educational sect perpetuate and prolong, or validate and value the varying cultures?
>
> There is no easy answer to any of this. However, one thing is certain, as teachers we have to intervene and scaffold the curriculum to include what is hidden and/or nullified.
>
> --- On Sun, 3/7/10, awhodat <pahunte...@gmail.com> wrote:
Leandro Olivares
Mar 8, 2010, 11:31:21 PM3/8/10
to 1301-negotiat...@googlegroups.com
Erica,
You have an interesting point when you said that you have
students from diverse cultures, and that it is hard
to teach all of them about their own cultures. I think is
not the responsibilty of the teacher teach to students
about themselves, but it is their responsibility
to teachn them about other cultures, so that they learn
to see the similarities that we have as human being.
and to learn to respect other people for what they are.
Maybe I'm wrong, but that's what I think.
--- On Mon, 3/8/10, Erica Tymeck <ety...@gmail.com> wrote:
suzette cross
Mar 9, 2010, 2:45:19 PM3/9/10
to 1301-negotiat...@googlegroups.com
| Hi Erica, You asked if I think it is the responsibility of the school and the curriculum to teach students about themselves and in essence their culture. I say, absolutely yes! Bear with me now. In this country, the culture in and of itself is one of multi-ethnicity. Living in such a diverse place requires actions that may be outside the norms we are used to as each year, the USA becomes even more diverse in culture. As a result of the high levels of immigration in actuality, this country is faced with educational levels and language barriers of all levels. Therefore, we are not only teaching kids, but adults who are themselves uneducated. How then can it not be our civic responsibility to serve our nationals? Added to that is the fact that our society is
filled with parents/adults who are working two or more jobs to pay for living expenses and take care of their families. Outside of that, many are incapable of teaching their kids, and as the Hidden Curriculum package article pointed out, parents are expecting schools to do far more than we ourselves know what they are expecting of us to do. And for those parents who are educated and capable of transferring the history of their people, to their kids, they are not even home enough to teach them enough or at all. Again, they expect us to do a wholistic job. Apart from these factors, let us consider how we negotiate the curriculum to incorporate areas not specifically stated in the curriculum itself. For example, I have had to teach an immigration unit in conjunction with the social studies class. In doing so, in order to make it more relevant and concrete to my kids who couldn't care less about
immigrants they know nothing about, what I've done is to ask them to do a number of things; interview the seniors in their homes/families about migration to the USA; bring in artifacts and pictures from their homes; identify on a map the paths their families travel from to get to the USA; state the foods, clothes, homes, religious practices, and types of entertainment they participate in, etc. etc. Are we not teaching culture when we engage them this way? ABSOLUTELY!!! And they become more interested in learning about the history and culture of other people they know nothing about. Moreover, as teachers we have been called glorified babysitters, psychologists, police, parents, bodyguards, etc. etc. functioning in roles that require teaching them social, emotional, and physical skills. When we teach and require certain behaviors and actions from our kids as it pertains to classroom behavior, staying on
task, doing homework, finishing and handing projects on time, teamwork, respect of self, others, and property, whole views, awareness of current affairs etc. etc. are we not teaching them on levels outside of academics? Well then, I believe since cultures are evidence in our classrooms daily, since we need to value them as individuals, since we need to know our learners and prepare them for their future, and help them to navigate themselves as social beings, especially when they get to puberty age - Middle and High School - then it would be a great disservice to not include culture as part of our teaching. But, do not forget that they are learning about themselves at home and from families and friends. Thus, we are not solely doing this, but serving as a support team for what they get from nurture and nature. So, Erica, Yes, we are responsible, if we are the educators of this
present and future generation. I hope I've supported my opinion sufficiently. Thanks for helping me to delve deeper and to support my ideas on a broader spectrum. Suzette |
|
Date: Monday, March 8, 2010, 12:22 PM |
suzette cross
Mar 15, 2010, 10:13:56 PM3/15/10
to 1301-negotiat...@googlegroups.com
Leandro,
As we navigate our way through the various readings, respond to each other's postings, as well as our last class discussions, we have voiced many opinions and concerns pertaining to the positions of the authors of the Hidden and Null Curriculum.
Erica and I had a discussion about whose responsibility it is to teach children about their culture. As I share with Erica and in class, I believe as teachers we get plenty of opportunities within the units we teach that does have hidden and null areas of interests and importance for our kids. With that said, indeed, I think we can all say that bearing in mind the multicultural nature of our classrooms, we can utilize our students' differences and interject in the units cultural lessons that are pertinent to each childs' lives which will do a number of things. They will learn about their culture, and so their history. Furthermore, they will learn about their classmates' cultural history as well. It's a win win situation.
All in all, as you said, they not only learn about themselves, but about respecting and tolerating others' differences. Our classrooms are a mirror of these many varied differences as it is already.
|
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