Against Common Sense: Teaching and Learning Toward Social by Kevin Kumashiro PDF

By Kevin Kumashiro

Drawing on his personal event educating various grades and topics, Kevin Kumashiro examines points of training and studying towards social justice, and indicates concrete implications for K-12 lecturers and instructor educators.

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Additional info for Against Common Sense: Teaching and Learning Toward Social Justice (Reconstrucing the Public Sphere in Curriculum Studies)

Sample text

I suggested that any way of making sense of the world is necessarily partial: Only certain people with certain values and experiences have made certain choices to create these perspectives. Any perspective has strengths and weaknesses and can make possible only certain insights and social changes. This applies even to my own perspectives. Although my perspective may more explicitly address social injustices, it would be irresponsible to say, This way of making sense of the world is problem-free.

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. Second, students needed to learn about what they will teach and to demonstrate this knowledge against the learning standards in their fields of study. S.

The teacher is always becoming anti-oppressive but never fully is. Why is this important? ” The professionalized identity of teacher is just as normative as the cultural myths of teacher. Both say who teachers are supposed to be, and neither requires that teachers teach in antioppressive ways. It is entirely possible for a professional to be complicit with oppression, to make no effort to address oppression, and for that matter, to insist that teaching be done in traditional, commonsensical, and oppressive ways.

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