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