MCLA ASSIGNMENTS

Question 1:
The definition of currere is basically racing to the curriculum. Currere as
an autobiographical method focuses on the importance of using it to guide work
and for reconceptualization purposes. By using the autobiographical method
it helps create an understanding of meaningful curriculum. Autobiographical
reflection includes using journals, portfolios and autobiographical methods.
"Pinar’s method of currere challenges educators to begin with individual
experience and then make broader connections."
The books by Pinar, Slattery, and Edgerton verbalize that is essential to
discuss autobiography in terms of education and teacher education. The
reason for this is it permits a person to be reflective of and make connections
with their learning rather then being separated as the traditional curriculum
suggest. With autobiography according to Slattery the postmodern curriculum
motivates students and teachers to be active participants rather then passive
observers in the studying of history. Unfortunately when Slattery went to school
he did not have this postmodern curriculum but rather the traditional
curriculum. As a result he was not able to make meaningful connections of the past,
present and future world he lives in. He basically learned facts for the sake
of learning them.
I connected to Slattery’s experience with my learning of history in high
school. I found my history classes were mainly spent taking notes, reading and
outlining the textbooks and then completing exams. There were no trips, a
few movies and not many opportunities for real life learning. I did not look
forward to history classes because I found them very unengaging.
Edgerton’s curriculum of marginality emphasizes studying the lives of
subjugated people. Educating children about subjugated people is an essential part
of the curriculum rather then leaving it by the wayside.

Question 2:

There are several differences between the traditional Tylerian model of
curriculum and contemporary postmodern understandings of curriculum as presented in
the texts, "What is Curriculum Theory? and "Curriculum Development in the
Postmodern Era." The Tylerian model of curriculum is based on the positivistic
method of education. The student is thought of an empty vessel waiting to be
filled with facts and information. After being filled with facts and
information the student will be tested on what was learned through standardized
assessments. This model of curriculum is found in Ralph Tyler’s book, Basic
Principles of Curriculum and Instruction, which was published in 1949. It has had a
major influence on educators, administrators and assessment developers.
The Postmodern understandings of curriculum makes the learning experience
real life for students. There are opportunities to ask questions, make
connections and be involved in authentic forms of assessment. The student is an active
participant in their learning rather then being passive in the Tylerian
method. There is little to no rote memorization in the postmodern curriculum. "The
postmodern curriculum discards formal, standardized tools for assessment
purposes."
An example of the traditional Tylerian model of curriculum took place
specifically when I was in tenth grade. Each week my English teacher gave me a
list of approximately thirty vocabulary words. During the class the teacher
defined them and we copied the meanings down. I had to memorize the definitions
for a test on Friday where I had to write down the exact definitions. Even
thought I still remember some of the words I memorized it was not considered an
authentic form of assessment.
The assignments we needed to complete before our leadership classes began
were a combination of the Tylerian model of curriculum and postmodern
curriculum. The assignments included taking information directly from the books,
articles and a website to answer the questions, yet there was some opportunity
for us to give real life experiences and our opinions. I am glad there was this
balance in our assignments.

Question 3:

Website on Jamaica Kincaid: http://www.english.emory.edu/Bahri/Kincaid.html
Kincaid’s experience as a post-colonial subject from Antigua relates to the
history of this nation in several ways. Firstly, she states that throughout
her life, "I was always told I should be something and then my upbringing was
something I was not: It was English." It is incredibly important that teachers
teach history according to multiple perspectives. It should not be solely
focused on Caucasian Americans.
Unfortunately, it took fourteen years for Antigua to reach the position of an
"independent nation within the Commonwealth." In 1967, "Antigua became
self-governing." During this process, there was no concern in ignoring Antigua’s
native culture or Homeland." This connects with the poor treatment of the
African Americans and Native Americans. For example, certain people did not
accept the culture of Native Americans and as a result many of their homes and
reservations were destroyed.
In her book, A Small Place, the effects of colonialism is a major theme.
Kincaid displays "her anger both at the colonists and the Antiguans for failing
to fully achieve their independence." Kincaid felt that the Antiguans were not
able to gain the beneficial components of Colonialism such as a great
educational system. An excellent educational system would have helped to improve the
lives of the Antiguans.
Unfortunately, Kincaid feels that life in Antigua got worse as a result of
their achievement of independence. She feels strong about the importance of
culture and maintaining it. For citizens and teachers when studying and teaching
history, retaining and being open minded to the culture and customs of people
of different nationalities is essential.

Question 4:

Howard Zinn in his book, A People’s History of the United States explains
history from the perspective of America’s women, factory workers, African
Americans, Native Americans, working poor and immigrants. He focuses on events
that are usually ignored in history. Furthermore, one reason these atrocities
are still with us is that we have learned to bury them in a mass of other facts
as radioactive wastes are buried in containers in the earth." (9). Howard
looks at the subjugated people in history. That is the main theme of his book.
It is evident that much of actual history including the mistreatment and
suffering of people is not taught in social studies classrooms and written so
slightly if at all about in textbooks.
Chapter 1: Columbus, The Indians and Human Progress was chosen because it
shows the work of Howard Zinn presenting the history of the United States
more accurately. For example when Columbus arrived, The Arawaks, the people he
first met were not stupid by any means. They were a functioning community with
laws and oral language. The Arawaks did not have a written language but they
were still knowledgeable. It is important that people know "what Columbus
did to the Arawaks of the Bahamas, Cortes did to the Aztecs of Mexico, Pizarro
to the Incus of Peru, and the English settlers of Virginia and Massachusetts to
the Powhattans and the Pequots" (11).
It is critical that teachers of social studies and history read this
book. Middle school, high school and college students should read it. The
history curriculum needs to be altered to include the subjugated people.

Question 5:

I really liked reading three articles from the book, Rethinking
Globalization: Teaching For Justice In An Unjust World edited by Bill Bigelow and Bob
Peterson and found they contained useful information. The three articles that I
read were "Stories of Debt and Hope," So Mexicans Are Taking Jobs from
Americans" and "Water, Water Everywhere?" I chose to read these three articles because
the topics sounded exciting and important.
The article, "Water Water Everywhere?" was critical to read because there is
a scarcity of fresh water in the world. It is hard to believe that "human
beings actually use only 10% of the planet’s fresh water." Page 284 It was
upsetting to learn that in India, one quarter of a family’s income goes to drinking
water. Many people especially children die from drinking poor quality water
each year. Finally, water should not be wasted and fresh drinking water
should be delivered free of charge to those people, who need it,
The poem, "So Mexicans Are Taking Jobs from Americans" is very timely in New
York City. Unfortunately, many Mexicans live in poverty. The poem is showing
how ridiculous Americans are being regarding Mexicans getting jobs in the
United States. For example, the poet states, " We aren’t giving the children a
chance to live. Mexicans are taking our jobs, they say instead. What they
really say is let them die, and the children too." Page 149
"Stories of Debt and Hope" was very poignant and depressing to read. Women
have to work so hard just to be able to support their children and get them a
decent education. One woman from Venezuela said, "I used to give my children
milk each day but the price has gone up five times so we don’t buy it
anymore-often they drink watered-down coffee." Page 84

Question 6:

In the book, Ways of Seeing, the author, John Berger compares oil paintings
as they were viewed and used originally and still is oftentimes to what he
calls modern day publicity. He is constantly arguing this through chapter five.
In the beginning of the chapter, John Berger states "oil paintings often
depict things. Things which in reality are buyable. To have a thing painted and
put on a canvas is not unlike buying it and putting it in your house. If you
buy a painting you buy also the look of the thing it represents." Page 83
Buying an oil painting is like buying a hot commodity. It has a
permanent fixture in a house or apartment. It says something about you as a
purchaser. It was fascinating to learn that merchandise becomes the focus of some oil
paintings. For example, painting several expensive foods shows abundance and
a certain way of living. John Berger states, "here the edible is made
visible. Such a painting is a demonstration of more than the virtuosity of the
artist. It confirms the owner’s wealth and habitual style of living." Page 99
He further states that the paintings of animals show the wealth of the
owners. It is a symbol of publicity. Furthermore, "paintings of animals. Not
animals in their natural condition, but livestock whose pedigree is emphasized
as a proof of their value, and whose pedigree emphasizes the social status of
their owners. (Animals painted like pieces of furniture with four legs)."
Page 99
As a result of his argument about oil paintings being considered
publicity for wealth, purchasers of art will think seriously about how these paintings
represent them. Finally, oil paintings depicting nature are publicity for
the beautiful in the great outdoors. The publicity of oil paintings just
continues.

Question 7:

I enjoyed reading the book, Place-Based Education: Connecting Classrooms &
Communities by David Sobel. I found this book to be a valuable educational
resource. Students should be involved in community work and nature at school. It
seems to help students on standardized tests and makes students become
lifelong learners.
For two years, while teaching in the South Bronx, I was able to take two
groups of students to Spring Brook Farm in Vermont. On Spring Brook Farm, the
students spent a week working and living on a farm. The students loved being
outdoors and developed a sense of teamwork. This was an authentic and real
world learning experience that none of the students had ever encountered before.
"Environment-based learning is a maturing discipline well suited to
achieving the goals" of student academic growth and rigor. (Page 28) This farm
experience even though it was only a one week experience falls under the category of
environment-based learning.
I found the book, Beyond Ecophobia: Reclaiming the Heart in Natural Education
by David Sobel to be educational and fascinating. One particular quote that
resonated with me was "what’s important is that children have an opportunity
to bond with the natural world, to learn to love it, before being asked to heal
its wounds." (Page 9) I want to encourage my new teachers to include nature
walks with their students into the curriculum. Children in inner cities
should be able to enjoy nature and all the beauty it brings. After being in
nature, the students might want to pursue an anti littering campaign to save nature
and the earth.

Question 8:
In the book, The Shame of the Nation, the author Jonathan Kozol plainly
argues that we have, especially in our inner city schools, experienced a retreat to
apartheid levels of racial segregation. The evidence points to the fact that
inner city schools contain high proportionate numbers of African American and
Hispanic Students. There tends to be few Caucasian students in inner city
schools. The diversity in inner city schools is very limited; therefore the
students have little to no exposure to Caucasian students.
One school, Martin Luther King High School is an excellent example in New
York City. " From the moment that one walks into the school, one is compelled to
look into the heart of history. I have a dream read the words of Dr. King
that are displayed across the rear wall of the lobby, that one-day…. the sons of
former slaves and sons of former slave-owners will be able to sit down
together at a table of brotherhood. On Jonathan Kozol’s first visit, the school
student enrollment was fifty four percent African-American and 42 percent
Hispanic. The remaining 3.8% percent of the 2,600 students in that school building
were Asian, Caucasian or other nationalities." (Page 26) It has not changed
a great deal since then. Apartheid is evident at this school and many other
inner city schools.
One of the teachers I mentored this year had twenty-six students at an upper
West Side school. Several students at this school came from the Bronx.
Twenty-five of the twenty-six students were African American and Hispanic. Only
one student was Caucasian. This segregated class is not the way a class should
be. It seems that an equal combination of Caucasian, Hispanic and African
American children can and should learn effectively together
Finally, parents should be encouraging classes to be diverse and not feel
that only Caucasian children should be together or that only Hispanic children
should be together and so on. The schools should be integrated and that would
hopefully set a standard for high quality learning in all schools.