By Kevin Kumashiro
Drawing on his personal event educating assorted grades and topics, Kevin Kumashiro examines facets of training and studying towards social justice, and indicates concrete implications for K-12 academics and instructor educators.
Read Online or Download Against Common Sense: Teaching and Learning Toward Social Justice (Reconstrucing the Public Sphere in Curriculum Studies) PDF
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Extra resources for Against Common Sense: Teaching and Learning Toward Social Justice (Reconstrucing the Public Sphere in Curriculum Studies)
M was quite a handful, and one of the other preschool teachers would often laugh in sympathy when I would share stories of the day’s events. M did not follow instructions well. Sometimes I led an art activity and M would insist on playing with toys or, when joining the activity, would create only what M wanted to create. Sometimes we went on ﬁeld trips, and M would have difﬁculty listening quietly to the speaker at the museum or following the rules at the hands-on science exhibit. M was restless if required to sit for too long and rowdy if required to sit quietly for too long, and often spoke loudly, especially when unwilling to take turns speaking.
Over the next several years, many more students like M would enter my classrooms, students who were unable or unwilling to be the kind of student that schools and society often tell them to be. I remember consistently feeling quite frustrated by such students, not only because I assumed that being a student required behaving and thinking in only certain ways, but also because I felt pressure from schools and society to produce this type of student. I once taught middle and high school English classes at a school that clearly prescribed what students were to learn and how they were to demonstrate what it was they learned.
I can remember feeling quite ignorant when I thought I had understood the “themes” or signiﬁcance of a novel, only to learn that my understanding failed to incorporate ways that racism played out invisibly in the story, just as it does in mainstream society. I can remember feeling quite hypocritical when I thought I was applying a scientiﬁc concept in a way that addressed social or environmental ills, only to learn that my application failed to question ways that the concept itself perpetuated gender inequities.
Against Common Sense: Teaching and Learning Toward Social Justice (Reconstrucing the Public Sphere in Curriculum Studies) by Kevin Kumashiro
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