Against Common Sense: Teaching and Learning Toward Social - download pdf or read online

By Kevin Kumashiro

ISBN-10: 020300485X

ISBN-13: 9780203004852

ISBN-10: 0415948576

ISBN-13: 9780415948579

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

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

Sample text

Rather, the programs discussed certification requirements as beginning and even praiseworthy stages in professional development. Learning to teach was characterized as an entry into a profession, and a noble one at that. This common discourse of professionalism reflects a national movement to professionalize teaching. Some teacher advocates argue that, by defining teaching as a profession, larger numbers of talented students might be attracted to teaching instead of to other, more socially prestigious professions.

S. Teacher Education Programs y 7 an academic major or minor. Perhaps not surprisingly, with some flexibility for nonstandard majors, programs required that students either major in their area of certification or take a certain number and/or distribution of courses in their area, as well as have a certain grade-point average. No program required that students take significant coursework in critical perspectives on their field, such as multicultural critiques of mathematics, feminist histories of the natural sciences, postcolonial perspectives on English literature, and queer re-readings of history, which parallels the requirement that students learn and demonstrate proficiency in the fields as the fields have traditionally been defined.

First, they needed to learn about young students, especially dominant theories of who they are, how they develop, and how they learn. 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.

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Against Common Sense: Teaching and Learning Toward Social Justice (Reconstrucing the Public Sphere in Curriculum Studies) by Kevin Kumashiro

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