By Kevin Kumashiro
Drawing on his personal adventure educating different grades and topics, Kevin Kumashiro examines facets 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)
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.
Having posed the overarching question that I wanted us to discuss, I proceeded to ask a range of prodding questions, wrote ideas they brainstormed on the board, and drew a diagram that their responses seemed to suggest. Toward the end of the period, they arrived at what I thought to be an insightful analysis. I pointed to the level of detail and complexity in their notes and discussion, and shared with them my feelings of excitement and pride in their work. Most students continued taking notes, but I saw N staring forward, sitting still for a moment, then hunching forward: “Why didn’t you just tell us the answer in the beginning?
First, troubling knowledge means to complicate knowledge, to make knowledge problematic. This does not mean to reject knowledge. S. Teacher Education Programs y 9 sible while critically examining that knowledge (and how it came to be known) to see what insights and the like it closes off. , they also ask, What other knowledge about youth can we learn from gaps in psychology or from theories and methods other than psychological ones? , they also ask, What are different ways to learn, use, and critique the disciplines, as well as different ways to think disciplinarily?
Against Common Sense: Teaching and Learning Toward Social Justice (Reconstrucing the Public Sphere in Curriculum Studies) by Kevin Kumashiro