Some Tid Bits to help you along:

Last night at our book study we discussed all the books. The main focus was Pinar, Slattery and Edgerton and the first two questions posed. We also discussed the Sobel books. Here are the notes from last night:

Pinar: Page 35 discusses the four stages of autobiographical currere. Page 19 discusses Tyler.
Slattery: Page 56 discusses the definition that will help you to have a clearer understanding of currere. His introduction speaks of Tyler.
Edgerton: Page 38 discusses currere. Her blog is an inportant source as well. Page 113 reflects on Jamacia Kinkaid. Page 136 gives examples of autobiographical texts.

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ASSIGNMENT

Which of the articles from Rethinking Globalization did you choose to read and why?

Response

Rethinking Globalization, Teaching for Justice in an Unjust World. An interesting (but true) title for an interesting collection of articles. The authors talk about “The more we taught about globalization, the more we found ourselves telling out students; Everything is connected. You can’t really understand what’s going on in one part of the world without looking at how it’s related to everything else.” I found many articles to be interesting and eye opening. I was embarrassed to read the story about Fredrico, who picked fruits and while he picked fruits a plane would fly above and spay pesticides on him and his colleagues. This poison (which was white and was visible on their dark skin) gave them blisters and caused their skin to burn. I can’t imagine that one human being would cause such pain and agony on another purely for profit. It was very upsetting.

I choose to speak about Chapter six: Just Food? Particularly two specific sections: Just a Cup of Coffee? And Facing the Farm Crisis. As a member of a food coop I am proud that I can support a local Long Island farmer, who according to this article really needs more local support. Farmers are being forced to become highly specialized, go high tech with their equipment and sell for cheap in order to compete. Small farmers are forced to sell, their land is combined to form larger farms that are highly specialized and can produce one product, quick, fast, and cheap. I am disturbed with the control on farming. I like to drive through the countryside and see farms but according to this article, suicide is the number one cause of death amongst farmers, which completely changes the way I will see these farms. A dark picture.

Just a Cup of Coffee? While you may be sipping a yummy cup of hot coffee so much goes on behind the scenes to get that coffee to you, and most of it, is really, really bad. Chemicals are sprayed to clear the land for the coffee bushes, diesel-powered crushers removed the beans, they are shipped on a freighter powered by Venezuelan oil made from Korean steel, packed in bags 4 layers thick of polyethylene, nylon, aluminum foil and polyester. Then trucked to a store, purchased by you the consumer and driven home by a gas guzzling automobile, grinded using electricity, poured into a paper cup that was made from bleached tree pulp (which the bleach ended up in the river known as TCDD, most carcinogenic substance known), cream is added which comes from cows who graze near a river, whose manure creates to much nitrogen which kills the fish, and finally sugar is added which comes from Florida where the sugarcane plantations are threatening the wildlife and fowl of the Everglades. Another dark picture.

ASSIGNMENT

In Jonathan Kozol’s The Shame of the Nation he clearly argues that we have, especially in our inner city schools, experienced a retreat to apartheid levels of racial segregation. Respond briefly to his argument, including something of your personal experience with school segregation, integration, and/or the impact of the civil rights movement on schools (the latter as possibility for you might depend on your age!).

Response

Jonathan Kozol’s The Shame of a Nation, the mention of “legalized segregation” was the basis for his journeys through schools across the country. He researched and documented, compared and contrasted schools that were and still are victims of this “legalized segregation.” He referenced his conversations with children, he mentioned the darkness and sadness in their eyes, he discussed the bleak statistics that surround these children in what appears to be a never ending, vicious cycle of poor schools in poor neighborhoods. These children have little or no chance of college or even high school.
I was saddened by his book, although not surprised. I worked in the South Bronx for years. I thought at many times he was referencing my school; they all have the same stories to tell. I did wonder throughout his book, why was there no blame on the parents? He mentioned a parent in Harlem who was unhappy with some issues in her child’s school and her response to this unhappiness was “If it was happening in a white middle class school those parents would complain.” That to me is an excuse and not being proactive.
I found it interesting how he spoke of Martin Luther King HS in NYC. He said it should be, by name sake standards, a place of peace. A place where children of all color and creed can come to learn, and how that, sadly, is not the case. I am looking forward to hearing Mr. Kozol speak this summer; I hope he has inspiring words for us and glimpses of solutions for us to take back and make this place a better learning environment for all children.

ASSIGNMENT

John Berger in Ways of Seeing compares oil paintings, as they were viewed and used originally (and still are oftentimes) to what he calls modern day “publicity” (also known as advertising). How does he argue this, and to what end? [Note: this could provide much “food for thought” for us as we go about our encounters with various arts venues during the session this summer.]

Response

John Berger discusses how a picture offers what no other relic or text from the past can offer. It is a direct testimony about the world which surrounded other people at other times. He says that these pictures, images, paintings offer a more precise and richer window into the past then any form of literature.

He further discusses an art history book that was published that discusses paintings and choose to use words such as “harmonious fusion, unforgettable contrast, reaching a peak of breadth and strength” and in doing so the author of this book produces circumstantial evidence to establish the relationship between the painter and the subjects. The author is judging the painting and adding words to it. Berger later shows an example of a Van Gogh painting, strategically placed on the bottom of the right side of the page and states “This is a landscape of a cornfield with birds flying out of it. Look at it for a moment. Then turn the page.” This exercise is an opportunity for an admirer to conclude their own story or their own feelings of what the painting is and what is going on. Then as a reader, we turn the page to see an identical painting with the words “This is the last painting that Van Gogh painted before he killed himself” Suddenly, with the presences of these words the picture takes on another meaning and reflects the statement.

Berger discusses publicity, which is actually advertising, that depicts art as a way of showing the viewer that with this product, i.e. a pen, a bar of soap an alcoholic beverage, we can transform ourselves, or our lives, by buying something more. This, he states, will make us richer-even if we become poorer trying to obtain it. Berger says the use of art signifies wealth, because in it original format it was what people had. Now it represents what people should have to live the better life or the richer life.

ASSIGNMENT

Read about Jamaica Kincaid at http://www.english.emory.edu/Bahri/Kincaid.html. Based on what you read here and in her book, A Small Place, comment briefly on the question: How does Kincaid’s experience as a post-colonial subject from Antigua relate to the history of this nation? Add any thoughts you may have about what that history might continue to mean for us as teachers and citizens.

Response

In A Small Place, by Jamaica Kincade her experience as a post-colonial subject from Antigua can be compared to those experiences of the Native American Indians. "Antigua is a small place, a small island...It was settled by Christopher Columbus in 1493. Not too long after, it was settled by human rubbish from Europe, who used enslaved by noble and exalted human beings from Africa...to satisfy their desire for wealth and power, to feel better about their own miserable existence, so that they could be less lonely and empty- a European disease" (80-81). While this nation is not a small island, it was in fact “settled” (which I would prefer to use the word “disturbed” as explained later in this essay) by Europeans who treated the Indians poorly. The cultures and lifestyles were not blended but rather they clashed and the victims lost their land, their identities and their lives.

I find it interesting though that she choose to use the word “Settled”. By the Merriam-Webster Dictionary the word “settled” is defined: To establish a residence or colony. This definition (by my interpretation) indicates a blending and cohesiveness. When thinking of whether a word is a positive or negative word this word signifies positive. This was obviously not reflective of her angry feelings of the human rubbish that “settled” in her country. “Disturbed” by human rubbish from Europe would be a more appropriate word to use, as the Europeans came to Antigua and disturbed the people who were settled there. Likewise, Native American Indians were “disturbed” as well, by Europeans who arrived and disturbed land that rightfully wasn’t theirs to begin with.

ASSIGNMENT
Howard Zinn in A People’s History of the United States explains from what perspective (or bias, if you will) he chooses to write history. He also explains why he is doing that, and why that is one legitimate way in which to write history. Briefly recount his explanations, and offer an example of how he is doing that from a chapter of your choice in the book.

Response

Howard Zinn chose to write A People’s History of the United States from the point of view of the victims, the ones who suffered, and the ones who were oppressed, and in doing so presented history in a format that varied from the traditional way. The traditional presentation of history was a consciences (or not) effort to report history that showed the privileged, upper class, and their advancements and accomplishments.

An example during our American History when the progress and advancements are celebrated, yet the harsh “other side” is eliminated, is during the Civil War. Our American Troops are glorified, yet their dirty little secrets are never mentioned. One only needs to do a Google search for images of the “Boston Massacre” to see five white men being gunned down by the Red Coats. Little is ever mentioned about Crispus Attucks, the black man, because 5 white men being killed had more “shock” value and caused more rage in people then a black man. We have come to know that moment in time as the Boston Massacre. It is herald as a turning point of American History in a quest for establishing freedom from the “Mother” country and for Americans to “claim” this soil, but wasn’t it already claimed? Wasn’t it already being called home by Indians? This was where the real massacre occurred. They were beaten. Their tribes and villages were destroyed by fire. They were stolen from. And so Zinn, speaks of this cruelty, these unspeakable acts to a fellow human being. He tells their story, the story that the textbooks won’t dare tell. The story that most will never hear.

ASSIGNMENT

Offer a brief personal response to the Orion books. It could include something of your own experience with the natural world that was recalled in the reading, or something of your experience with students around these ideas. Take it where you wish.

Response

Reading David Sobel’s books brought many feelings, ideas and concepts to mind. I was reminded of the days when I went away for 2 months every year to camp. My parents would take me to the edge of the city, where I boarded a bus and off I went. I spent 2 months in glorious New Hampshire, where I had the opportunity to play in a lake, hike on a trail, get bitten by mosquitoes (bug spray was optional not required) and basically have a great time and connect with nature. Reading his stories provoked sadness in me, sadness that my own son probably wouldn’t have the same camp experience. While writing this paper I looked at some camps online and I saw descriptive words like “structured, on-line, WIFI, comfortable living, state-of-the-art and academics” I didn’t see the same earthy like environment that I had gone to.
One idea that was also brought to mind was the concepts of Green Schools Initiative. Green schools are also called high-performance schools. They are healthy and productive learning environments which are cost-effective facilities that conserve energy and use renewable resources. According to the studies, these schools are energy efficient, are more cost-effective in the long run than traditional buildings, are better for the environment and provide better learning spaces for children. For more information go to: http://www.mtpc.org/RenewableEnergy/green_schools.htm
I was very interested in his discussion about how children at the Harris Center for Conservation Education don’t just study random units on perhaps prehistoric animals, or endangered species, but rather their entire 12 years of education is spent with units that are scaffold by other units to develop an appreciation, understanding and love for the world we live in. This scaffolding builds a deeper understanding and ultimately a deeper bond with the natural world.

ASSIGNMENT

What is the difference 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" ? Again, use relevant citations from each text. [Bonus question (kidding!): Are these assignment questions part of the Tylerian model, or another.

Response

The Tylerian rationale which comes from Ralph Tyler's book Basic Principles of Curriculum and Instruction, has dominated the curriculum field since its publication in 1949. It has been the springboard and influence for several generations of graduate students, teachers, supervisors, administrators, and curriculum specialists. Slattery acknowledges the historical contribution of the Tylerian Rationale, but challenges the assumption that it should be the basis of all curriculum studies. Pinar goes on to state that the Tyler Rationale establishes the basic procedure the curriculum should be reduced to objectives which can be measured through examination. Through this model a student is presented with material (objectives) that must be tested to measure retention and understanding. In contrast contemporary postmodern understandings of curriculum is allowing the student to make a self to text connection and feel connected to what is being taught or presented.
To me, the way I was taught mathematics as a student was a traditional Tylerian method. It was a kill and drill fashion that did not offer me a connection to my world. I remember opening up a black and white composition notebook and being told to "memorize" the chart in the back. Why? Because you need to know your multiplication facts, the teacher would reply. I had no idea what multiplication was, except that it was taught in fourth grade and you were expected to know it by the end of fourth grade. Today, in NYC children are using a program called EveryDay Mathematics which connects the students to their world and gives them meaning and purpose for their learning. It does not assume that children are going to memorize for the sake of memorizing but that children are going to learn through connection and will retain from enjoyment of learning.
Do I think these assignments are part of a Tylerian model or do I think they part of another model? I think that they are a combination of both. Some of the questions were quite specific and required a mechanical repeat of information, while other questions were open to the student's interpretation and connection to one's own life.

ASSIGNMENT
What is currere both as a definition and as an autobiographical method? Why, according to the curriculum text authors, talk about autobiography in the context of education and teacher education? Pinar and Slattery discuss this concept in their books, Pinar having originated this approach. Edgerton modifies it slightly to “currere of marginality.” Draw from all texts to respond to these questions. Use relevant citations from each book.

RESPONSE
Slattery speaks of currere, referencing William Schubert’s definition (1986), that currere refers to the running of the race and emphasizes the individual’s own capacity to reconceptualize his or her autobiography. Based on the sharing of autobiographical accounts with others who strive for similar understanding, the curriculum becomes reconceiving of one’s perspective on life. With this definition, Slattery takes us back to Pinar’s definition of currere, which is described in four stages: regressive, progressive, analytical and sythetical. Edgerton further states that Pinar (1975) explains that currere is from the Latin root word of curriculum, which literally means “the running of a course.” A race defined as the course of one’s life. Edgerton then goes a step further and discusses that currere of marginality takes a double meaning: a particular approach to autobiography that is focused on marginality, and it is about curriculum of marginality.
The connection of one’s self to text is what drives a deeper understanding and connection to the lesson being taught. A person cannot understand facts presented as facts if they do not have a connection to their lives and to the facts. Teaching for the sole purpose of factual presentation and for the end result of passing an exam, removes the learner from a deeper understanding and connection to the curriculum. Without this connection deep knowledge, cannot exist. Edgerton states that “A curriculum of marginality is also about excavating excluded stories, or storying “unique outcomes,” in the interest of constructing and performing alternative meanings and ways of being in the world. This brings to mind the presentation of history from Howard Zinn’s perspective. He choose to “excavate” the untold or excluded stories. Through this excavation he brought the reader to alternate meaning and ways of being in the world.