MCLA Writing Assignment for 2006
posted 6/01/06

For the following assignment questions your responses should be as brief and concise as possible while still demonstrating an engagement with the readings. Write roughly one double-spaced, 12 point font, page for each response, and absolutely no more than 8 full pages for the whole assignment. Bear in mind that there are no “right” or “wrong” answers per se. And instructors will NOT be using them to grade your performance. They serve more as a way for faculty to be introduced to you as a student, and to learn more about where you are in your thinking around themes from the reading. You are, however, expected to respond in full and to bring them to turn in at the beginning of the session. You are asked to bring FOUR HARD COPIES with you to be distributed to the three faculty in your cohort, with one going to Ellen Barber. It would also be advisable to bring a copy on disk (or otherwise digital) as some faculty might choose to have you use them as starting points for further assignments. No one will be admitted to the program unless the writing assignment is submitted before the opening dinner.

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
Postmodern curriculum challenges the traditional curriculum which has been concerned with Ralph Tyler’s four basic questions: 1-What educational purposes should the school seek to attain? 2-How can learning experiences be selected which are likely to be useful in attaining these objectives? 3-How can learning experiences be organized for effective instruction? 4-How can the effectiveness of learning experiences be evaluated? These principals have become goals, objectives, lesson plans, scope an sequence etc.

Postmodern curriculum is concerned with biographical and autobiographical narrative that will not only enhance the study of history but also make connections for long-term memory. Postmodern curriculum encourages autobiographical reflection, narrative inquiry, revisionist interpretation, and contextual understanding. Knowledge will be understood as reflecting human interests, values, and actions that are socially constructed.

The postmodern curriculum challenges people to enter into the historical process as participants rather than as observers. Postmodern curriculum says history, like, knowledge, is socially and culturally constructed. A conflict centers around whether teachers should encourage or allow subjective interpretation of literature and history, or whether critical thinking should be directed toward a range of legitimate interpretations established by scholarly authorities.

Postmodern curriculum challenges the nineteenth century faculty psychology (mental discipline) movement. Key concepts are that the aim of the curriculum is to expand the powers of the mind and store it with knowledge. This philosophy of curriculum seeks to arrange the information that the memory gathers like furniture in a room. It also proposes that the brain should be exercised routinely like other body parts and the brain is a muscle in need of rote memorization exercises and mental drills to enhance functioning of the mind which could accumulate more information, rearrange the data, and expand the knowledge base. Postmodern Curriculum calls into question that learning must take place through rote memorization. They assert that being too specific about facts to be remembered and outcomes to be produced, may prohibit students’ genuine understanding and transfer of learning.

The postmodern curriculum rejects formal, standardized evaluation instruments designed for universal application.

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I think these assignments are a blend of the Tylerian and Post Modern approach. They are a bit too regurgitation directed. I would have prefered an assignment that promoted more authentic writing that would have enabled us to become a part of history, perhaps by writing something that could be published, shared and read by others. I also thought it would be great if we used a wiki to collaboratively and collectively produce writing.

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 sites William Schubert in defining Currere stating, Currere refers to the running of the race and emphasizes the individual’s own capacity to reconceptualize autobiography. Based on the sharing of autobiographical accounts with others who strive for similar understanding, the curriculum becomes a reconceiving of one’s perspective on life. It also becomes a social process whereby individuals come to greater understanding of themselves, others, and the world through mutual reconceptualization. Pinar’s describes Currere in four stages of autobiographical reflection: regressive, progressive, analytical, synthetical. Pinar’s method of currere challenges educators to begin with the individual experience and then make broader connections.

In their books, Pinar, Slattery, and Edgerton explain that it is important to talk about autobiography in the context of education and teacher education because it is a vehicle that allows a person to connect with their learning rather than remaining detached as traditional curriculum prescribes. Autobiography becomes even more important because as Slattery explains, the postmodern curriculum challenges both teachers and students to enter into the historical process as participants rather than observers. He brings this to light with his own experience with the Civil War. He never retained information he learned in school about the war and never connected his families’ part in the war that he knew from family to stories, to the Civil War he learned about in school. He maintains this was a result of having never been encouraged to make connections between past and present, between his relatives who were shot by Union soldiers and his life as a student studying the Civil War.

I relate to Slattery’s vignette with my experience with history in school. I hated it. It seemed like far off people, places and timelines I had memorized for a test. Yet, I was fascinated with exploring abandoned houses and reading old letters and newspapers. I loved imagining the lives of those who were in the house one hundred years before me. I loved reading the old newspapers to find out what kind of things took place long ago. I liked looking at ads to see the cost of items long ago. I was immersed for hours and days exploring history, yet I had no idea this was the same subject I hated in school.The idea that our students are a part of history brings to mind Edgerton’s idea that the curriculum of marginality is about excavating excluded stories. I see how the issues of marginality and autobiography can be addressed using technology. Various technology tools (i.e. discussion boards, social forums, wikis, blogs) give a voice to all people and a forum for their stories to be told and heard. Pinar Pierre Levy’s idea that “what is essential, is a new style of pedagogy which promotes both personalized learning and cooperative networked learning. In this context, the teacher inspires the collective intelligence of groups of students rather than directly dispensing knowledge.”

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
I really enjoyed Jamaica Kincaid’s book. I found her quote at the end particularly profound, “Once you cease to be a master, once you throw off your master’s yoke, you are no longer human rubbish, you are just a human being, and all the things that adds up to. So, too with the slaves. Once they are no longer slaves, once they are fee, they are no longer noble and exalted; they are just human beings.”

As it relates to our nation the message ultimately is, that in the end, after slaves and slave masters we are all just human beings, with a memory that if our ancestors were slave owners they were human rubbish and if they were slaves they were noble and exalted. Being adopted, I find this concept particularly interesting, because I am born into this world without knowledge or interest in my ancestors. I see myself as just human being. It’s refreshing to have the opportunity to see yourself as the first in an ancestral chain. I own my successes and faults and blame or am proud of no one in my past. It starts with me and I like to look at others if possible this way too. Like they are all just human beings…with an opportunity to make their time on this earth meaningful and moral or not.

“A Small Place” also brought to mind the story of Columbus and the Arawaks. Kincaid explains, “You came. You took things that were not yours, and you did not even, for appearances’ sake, ask first.” Similarly Howard Zinn shares Columbus’s writings in “A People’s History of the United States,” As soon as I arrived in the Indies, on the first Island which I found, I took some of the natives by force in order that they might learn and might give me information of whatever there is in these parts. The information that Columbus wanted most was: Where is the gold? What I found interesting though are some contradiction with Kincaid. For instance, Kincaid chose not to live in Antigua but rather in Vermont, which has very cold weather, the exact opposite of Antigua. I also thought it was interesting that she changed her name to Jamaica Kincaid from Elaine Potter Richardson so her writing wouldn't offend her parents. However, now her name is part of the appeal to read her books, and her name (Jamaica Kincaid) is no longer used as a way to mask her identity, but rather, to promote her identity.

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’s “A People’s History of the United States” is openly biased. He makes this clear in his chapter “The Coming Revolt of the Guards” where he explains, “This makes it a biased account, one that leans in a certain direction. I am not troubled by that, because the mountain of history books under which we all stand leans so heavily in the other direction -- so tremblingly respectful of states and statesmen and so disrespectful, by inattention, to people's movements -- that we need some counterforce to avoid being crushed into submission.”

Zinn explains that all too often history is presented from the perspective of victors, not the victimized. He states that there is a drumbeat about students needing to learn facts and how it’s important to teach nothing but facts, facts, facts, but he explains there is no such thing as a pure fact innocent of interpretation. Behind every fact presented to the world is a judgment. The judgment that this fact is important and that other facts omitted are not.

Zinn’s book is written this way to address what Susan Edgerton calls the curriculum of marginality which is about excavating excluded stories. As she explains, excluding them in favor of happy or safe stories leads to apathy and violence. Zinn is bringing us the stories of those peoples who have traditionally been marginalized. Zinn explains that the consequence of omission is not simply to give a distorted view of the past, but more importantly to mislead us about the present. He writes to provide us with sides of stories not usually presented. The book illustrates the importance of reading this and all texts critically…thinking about whose story is being told and whose is not, considering the author’s political position, etc. It is far easier to do this though where the author has a clear an obvious position rather than one that claims pure objectivity.

The entire book stands as an example of how Zinn is writing from the perspective of the victimized and/or those who were omitted. He writes about the Constitution from the standpoint of the slaves, of Andrew Jackson as seen by the Cherokees, of the Civil War as seen by the New York Irish, and so on. I’ll provide as an example the opening chapter which looks at Columbus’s arrival in America from the perspective of the Arawaks. Zinn does a great job of portraying the atrocities of Columbus using quotes from source materials. He also provides us with insight into the culture of Arawaks as has not traditionally been done in textbooks.

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

RESPONSE
In addition to the introduction, I chose to read several articles from Rethinking Globalization about student activism in the “Final Words” section. In my current position at the New York City Department of Education I enjoy determining ways that we can give students more of a voice, so I’m always interested in reading about more ways to do this.

I found Craig Kielburger’s article “Kids Can Be Activists or Bystanders” insightful. He shares many ideas I agree with. Particularly his belief that we must empower young people to believe in themselves and to believe that they can play an role as citizens of this world. He also laments the lack of infrastructures and opportunities that allow young people to participate in society. He calls upon teachers to help teach young people that they can participate and do have a voice.
I also enjoyed Bill Bigelow’s article “Defeating Despair.” In line with David Sobel’s thinking he brings up the point that the more clearly students come to see the interconnected nature of global problems, the greater the danger that they will be overwhelmed by this awareness. He talks about transforming horror to hope and emphasizes the hopeful dimension to the world’s growing interconnectedness. He also points out how we can focus on making a difference by grounding our thinking in a set of interlocking beliefs in humans such as: People can recognize and act on their connections to others around the world; People can develop great courage as they struggle for better lives for themselves and others; People have a tremendous capacity to change and grow; Ordinary people can confront injustice and make change.

I also read a few articles from the “Legacy of Inequality: Colonial Roots” section. I chose to read these articles because I work closely with School Library Services and was interested in the article “Burning Books and Destroying Peoples” and “1562: Conquistadores Destroy Native Libraries.” I was struck with sadness that the Mayan libraries were destroyed. It brought to mind Jamaica Kincaid’s observation about the Antiguan library and how the dominant culture can marginalize a group of people even further by taking away their history when they take away their libraries.

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 argues that oil paintings, as they were viewed and used originally, conveyed messages similarly to how publicity images convey messages. He contends that advertisements make us think that a product will make our life better. He explains that the purpose of publicity is to make the spectator-buyer marginally dissatisfied with his present way of life. Publicity shows how a product can transform the spectator-buyer so that others will envy her and then she envies what she could be if she pays for the price of the product. Berger suggests that this too was the purpose of oil paintings.

He explains that the oil painting was a celebration of private property. As an art-form it derived from the principle that you are what you have. He argues that art is sign of affluence; it belongs to the good life; it is part of the furnishing which the world gives to the rich and beautiful. Therefore, having an oil painting made the spectator-owner envied because it was a sign of affluence, the good life, and being rich and beautiful. Berger goes on to argue that publicity now uses images in oil paintings to convey these messages.

He suggests that as we compare images of publicity and paintings that the two media convey messages similarly. He offers many examples of this. Of note are the gestures of models (mannequins) and mythological figures; the gestures and embraces of lovers, arranged frontally for the benefit of the spectator; the physical stance of men conveying wealth and virility.

Berger goes onto explain that despite this continuity of language, the function of publicity is very different from the oil painting because the oil painting showed what its owner was already enjoying among his possessions and his way of life. It enhanced his view of himself as he already was. It began with facts, and embellished the interior in which he actually lived. In contrast the purpose of publicity is to make the spectator marginally dissatisfied with his present way of life and suggests if he buys what it is offering, his life will become better. It offers him an improved alternative to what he is. The oil painting addressed those who made money out of the market and Publicity addresses those who constitute the market, it addresses the spectator-buyer who is also the consumer-producer from whom profits are made twice over as worker and then as buyer. He explains that the only places relatively free of publicity are the quarters fo the very rich because their money is theirs to keep.

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
I was enlightened by David Sobel’s books for many reasons. I liked that he brought to light the irrelevance and drab of textbooks. Why don’t we use the actual earth for instruction? The textbook is a manufactured and irrelevant document catering to the conservative requirements of the big adoption states, mainly Texas. Those in the know understand the Gablers trained a whole generation of conservative Christian activists to carry on their work that determines which books schools will adopt. They use a company they formed called Educational Research Analysts to do this. Scary stuff. You can read more at http://www.edutopia.org/magazine/ed1article.php?id=Art_1195&issue=nov_04 in the Edutopia article “The Muddle Machine.” So, I was happy to read about approach that encourages instructors to investigate the land formations in their own back yards rather than generic ones found in a textbook.

The book also opened my mind to the idea that it is important to help students love the earth before engaging them in a conversation of saving the earth. I liked the quote that, “What’s important is that children have an opportunity to bond with the natural world, to learn to love it, before being asked to heal its wounds.” It makes sense. The example about the student who posted a sign in front of a drug store asking people not to buy ivory soap, really drives the point home that students must understand what’s happening in their own backyard before worrying about the problems in foreign countries.

The stories about how starting in ones own backyard really helped to transform a community and make real the idea that “you can make a difference” is huge. I realize that this is a huge component missing from the lives of Americans. They spent so many years in schools without ever having the opportunity to truly make a difference. It’s so disappointing that so much of what students do ends with turning an assignment in to a teacher. I think the nation would save a lot in psychiatric bills if people were taught to love, care for and enjoy the earth and then realize how they can impact it. Once you love something caring for it comes naturally.

It was interesting that as I was reading this book I met a new friend who recently started a company called “Pure Habitat: Eco-friendly Cleaning + Consulting.” They work to provide Green Cleaning – Create beautiful rejuvenated space that feels wonderful, uses only, natural, non-toxic products that are safe and effective and Green Living – Educates people about the effect we have on our Ecosystem an how we can transform to a more sustainable earth friendly life style. I shared my Orion books with her. She shared with me how her business works. She explained that in New York City there is a big demand for this kind of work. I think Sobel has it right. If we can help our students understand to love and care for the earth we will certainly be giving them important tools for their adult lives.

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
Kozol’s “Shame of the Nation” has provided me with a more developed lens and perspective when I visit and work with schools across New York City. Working in the largest inner-city school system in the world, my experience is in alignment with Kozol’s that schools are segregated. That said, “it was very interesting that immediately following my reading of this book I visited two schools that were surprisingly desegregated. IS 93 and PS 202 in Queens. I watched closely to see how students were sitting in classes, walking in the halls, and arranged in the cafeteria. The students were well integrated throughout the school and I realized in a new way how lucky these students were and I had a deeper respect for the administration. However, this isn’t the norm.

In my work with the Central office for the New York City Department of Education, we are launching a program that is deploying laptops to middle school students and teachers throughout New York City. As I visited the schools I was happy that we were able to provide our inner-city students with the same opportunities as those in more affluent communities. In the context of Kozol’s book I thought that even in the segregated schools, technology has the power to connect children across schools and cultures. There are powerful technology tools that despite this unfortunate circumstance of our schools, can bring students together in ways never before possible.

Students in Arizona were able to use technology to find like-minded people to arrange an instant protest against federal House Bill 4437 (the immigration bill which would make it a felony to be in the US illegally). Students used MySpace.com, a popular Web site that typically isn't used for social activism but which served as the launching pad for text messaging and cellphone calls leading to the protests. About 400 students rallied at the Capitol on Monday, with nearly 2,000 returning the next day to demonstrate against the Bill.

Our digital native students (those born into a digital world) post profile pages and pictures of their interests on sites like MySpace.com, and others and use the bulletin feature to send mass messages and updates to e-mail friends throughout the day. They are able to find other-like minded students and cross barriers of race and religion, but rather bond together because of common interests and causes…without assistance or support from digital immigrant adults.
Perhaps if teachers became more familiar with these tools they could help their students break the barriers of their school walls and engage in meaningful place based education that may start in a virtual space.