I chose an article to base my assignment off of that details the injustice, stigma and hiding of ones true self and identity that comes with being a part of the LGBTQ+ community wether you be the educator (teacher) or the educated (the students). This article is titled; “Visibility Matters: Policy Work as Activism in Teacher Education”. The multiple authors of this article conducted a study and research that they call the “P Project” where they looked at 57 Illinois based teacher education programs to see how they would be inclusive to people who are wishing to become future educators and how that pans out to the greater education system. They outline that all social justice endeavours are inherently partial and all of the other aspects of the LGBTQ+ community that affect how society as a whole and the education system treat them. For instance the fact that students and teachers who are or wish to be in schools often have to hide the fact that they are part of the LGBTQ+ community in order to not be targeted for violent and abusive acts, or to keep their job.
In the “P Project” they outlined the grading system they evaluated the Illinois Universities and how they came up with that rubric. Then they gave the results of their research and grading (using an A-F grading system), which showed that “74% received a failing grade of F” and “only one, the University of Illinois at Chicago, received an A”. Which is of course an overall finding that is troubling and shows the lack of inclusion and acceptance of the LGBTQ+ community. One thing that I really enjoyed about this article is that they talked about inclusion in not only the aspect of students on campus, but also in the programs that future educators are being taught at these institutions for higher learning. This is a very important step in the on going inclusion and understanding of the community. It starts with educators being educated and comfortable talking about these subjects so that they are able to bring it into their classroom instead of ‘coining’ the community into their lessons or completely excluding it from their curriculum all together.
In regards to my first assignment, I am thinking about choosing one of the following subjects regarding the LGBTQ+ community. One, inclusive education for LGBTQ+ within the curriculum. Two, how are schools or school boards incorporating the community and what programs are they including to make them feel more included and safe within their schools. Or three, when there is violence or discrimination against LGBTQ+ students/ teachers, what action is taken against the perpetrators and what policies are in place already to help prevent events like this taking place in the first place? I really want to explore how we have and are changing to better teach and help support the LGBTQ+ community within our classrooms and school systems.
Article URL: https://search-proquest-com.libproxy.uregina.ca/docview/762319415?rfr_id=info%3Axri%2Fsid%3Aprimo
A) Within my own schooling experience almost all (if not all) of my schooling has revolved around this traditional ideas about curriculum and how that will be translated into the end goal of academic success. Even though at times I heavily struggled with certain subjects, I was still pushed along the conveyer-belt of school so that I would not become a statistic or a burden to the schooling system/government. This experience would be equated to “Curriculum as product”.
B) The Tyler model creates a very small box that students must fit into academically or else they will fall behind and through the cracks in the school system. This is also seen with how we break down curriculum further into different subjects, (math, english, science, etc.) then even smaller categories that are broken into individual lesson plans that are developed with a specific, testable goal at the end. These create very little room for divergence and creative expression within the classroom and within children. School can be an outlet for children in many ways, and if their creative abilities are not celebrated and encouraged (which this model does not allow) children can become uninterested in school causing them to fail the system that favours only some students by making school for a broad definition of “what is a student”.
C) This way of thinking about schooling and curriculum can be beneficial as it creates a very strict set of guidelines and expectations for students to follow that will usually lead to success or at least passing the education system. It does benefit students even if it is only a very small niche of students.
Kumashiro talks about common sense and the role that it plays in not only everyday life, but also common sense in the school setting. He defines it as something that is different depending on settings like schools, and even within everyday life like how to cook (an example given in the text). They are also defined as social expectations that are unspoken words that people are expected to know without any formal learning in these expectations and practices. These are expectations that are accumulated from parents, upbringing, school, and many other things that we are exposed to on an everyday basis.
Common sense is something that is important in our everyday lives in the sense that without common sense, we would be quite lost socially and we would not be able to understand what is “okay” according to society and the people around you. In the article he mentions that he conforms to the way that the school system in Nepal runs their schools and teaches their children instead of continuing to push his western beliefs that are deeply engrained in him. This is important to understand and respect that other cultures and people have their own common sense, views, and beliefs that do not always have to be changed.