By Kevin Kumashiro
Drawing on his personal event instructing varied grades and matters, Kevin Kumashiro examines elements of educating and studying towards social justice, and indicates concrete implications for K-12 lecturers and instructor educators.
Read or Download Against Common Sense: Teaching and Learning Toward Social Justice (Reconstrucing the Public Sphere in Curriculum Studies) PDF
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Extra info for Against Common Sense: Teaching and Learning Toward Social Justice (Reconstrucing the Public Sphere in Curriculum Studies)
I remember leaving school that day feeling exhausted and slightly embarrassed when I ran into the teacher whose classroom was nearest the playground. She did not mention my outburst, but she did say that it sounded as though I had had a hard day. No kidding. When I said that I felt as though I still had a lot to learn about teaching, she suggested that I think about why I became so upset. What was I expecting from M, and what was M telling me in return? I realized that M became a different kind of student during less structured class time.
I can remember feeling quite overwhelmed when I thought I was a person who was aware of oppression in schools and worked to challenge oppression, only to learn that my understanding of oppression was contradictory, as were my efforts to challenge oppression. Learning things that reveal the partial and oppressive aspects of our knowledge of and actions in the world can lead us into crisis. By “crisis,” I mean a state of emotional discomfort and disorientation that calls on students to make some change.
It seemed to be taken for granted that the more teachers know about how students learn, the more they can raise student achievement, and as has been the case for the past century, this meant learning about psychology: Educational psychology was the ﬁeld most required by the programs. In fact, courses on “theories of learning” often consisted solely or primarily of psychological theories, implying that they are one and the same. The programs devoted some attention to differences among students, such as racial, class, and gender differences, though differences in language, sexual orientation, and religion were less noticeable.
Against Common Sense: Teaching and Learning Toward Social Justice (Reconstrucing the Public Sphere in Curriculum Studies) by Kevin Kumashiro
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