Monday, May 25, 2009
Sears' article, question 2
Sears quoted a study by Werner et al., (1977), whose findings suggest, that despite programme implementation to encourage cultural pluralism in citizenship education in Canada, the hidden curriculum that is being implemented in Canadian classrooms represents the value system of the dominant white (middle-class) culture. Studies have shown that the majority of teachers are white members of the middle-class. Is it possible to implement an authentic multicultural citizenship education curriculum without a multicultural teaching profession? Is it fair?
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If the teaching profession does not mirror the make-up of the population, I would say you have a problem, because that itself is teaching the students something (without saying a word)
ReplyDeleteBut why are some groups underrepresented and why are some groups overrepresented? And does it translate throughout the whole of the teaching profession? What about the administration? What about the science and math departments? What about art? Home ec (does this even exist anymore)? Auto? History? I could go on...How do "we" view each these positions and what does their staffing say about our stereotypes/opportunities and therefore what is the hidden curriculum saying?
“We cannot teach what we do not know”
ReplyDeleteIf we want our students to become better global citizens being aware and having an appreciation for our local and global spaces, then perhaps some professional development needs to occur for teachers in order for citizenship education to be worthwhile and meaningful to the students. In order for students to understand and take part in citizenship education, teachers, those who delivery curriculum and information need to know, and understand what they are implementing.