Chapters 4&5 – Kumashiro Reading
Rewrite our class definition of curriculum [the third slide from the ‘what is curriculum’ powerpoint] so that it better reflects your emerging sense of the idea.
Curriculum is an agreed upon document that can be taught either explicitly or implicitly. These documents include multiple guidelines that are mandated by the Ministry of Education and thus are seen as foundational for teaching. As well, they are used to provide a framework for what should be taught and therefore what should be learned by students in order to becoming fulfilling and contributing members of contemporary society. However, curriculum also includes the environment and the experiences of students, and therefore, curriculum is shaped by not only what happens within the classroom but the situations outside of the classroom. In curriculum, cultures matters, times matters, and individual thoughts and actions matter. As a result, the curriculum becomes everything and anything that happens within or outside the classroom. Thus, we all contribute to curriculum.
Where is the place for ‘crisis’ and especially ‘learning through crisis’ and troubling knowledge in your definition of curriculum?
I believe the place for ‘crisis’, ‘learning through crisis’ and troubling knowledge in my definition of curriculum is through the process of challenging or questioning knowledge. By bringing in ideas from many different perspectives, both within and outside the classroom, students become encouraged and are able to think critically. They will be able to ask themselves meaningful questions such as, what does curriculum make possible or impossible; which can allow students to become aware of oppression. The more open students and teachers are to the varying opinions and perspectives, the more likely they will see their own opinions and ideas as something other then impartial, which allows for the presence of crisis, learning through crisis and troubling knowledge.