Principles and Practices of Curriculum Construction


I am a scholar.


Jean Anyon: Trying to change schools without changing societies, is like trying to change the air on one side of the screen door.
Jean Anyon (1980). Social class and the hidden curriculum of work. Journal of Education, 162, 67-92.
Are we preparing students to work in factories, obedient students or . . .?
"Anyon found that schools with a student population from a predominantly working-class background emphasized instructional practices aimed at teaching students the attitudes and habits of factory workers (e.g. blind obedience, discipline, tolerance for repetitive tasks, and respect for authority). In contrast, schools with students from upper socioeconomic classes emphasized instructional practices aimed at helping students become leaders, problem solvers, questioners of authority, and creative organizers of their own work." (Gall, Gall, & Borg, 2007, p. 513)


Paulo Freire (1970). Pedagogy of the Oppressed. New York: Continuum.
Anti-banking model of school


Constructivist model: We are building our understanding together. Everyone's knowledge and understanding is important. Who you are and who you bring, the connections you make with your life, give the theories energy and vibrancy.



  • Projects: Deconstructing a math curriculum
  • Journal of my journey
  • My Dream School (I want to teach there. The Sylvia Birnie School in Dundonald)


Other takeaways: I had two presentations, one on Dr. Jean Anyon (who replied to my email) and one (with a classmate) on Paulo Freire. I knew neither of these theorists before these assignments. However, I came to know both of them and their thought very well. This gave me confidence that I could research and dig into any theorist's body of work and come to understand that theorist.

References:
Gall, M., Gall, J., & Borg, W. (2007). Educational Research: An Introduction, 8th Edition. Boston: Pearson.