Professional Documents
Culture Documents
Prompt 2: What were the Explicit, Hidden, and Null curricula of this course?
Explicit: We will gain a better understanding of our curriculum and instruction design
influence the impact educators have on students. Curricular orientations, mindsets,
ideologies, and personal upbringings determine the activities and outcomes in the
classroom.
Hidden: The curriculum that is in classrooms today is biased and not beneficial to
students. As educators, we have a responsibility to deliver content to students that will
reach their individual, cultural, and personal needs. We are currently teaching one
homogenized curriculum in the education system. Our current teaching system is not
benefiting teachers or students.
Null: The cultivation of imagination is not a utopian aspiration, (Eisner, 2001, p.100).
This course never examined other forms of curriculum; for example, home schooling,
exploration schools, vocation schools, etc. After diving deep into the course materials,
my mind cant help but wander into other forms of education. Even Social
Reconstructionists work within the framework of the traditional education system. We
have fallen into a hole and it take a long time to get out, because our systems are so
deeply engrained in societys customs, history, and relations.
Part II:
During our semester together, most people are fully engaged in and willing to think
deeply about the ideas presented within this course. However, it is our experience that
when people leave this course and are not forced to think about, read about, and
discuss how their own privilege and power can create subtractive conditions within their
classrooms and within their schools, they often return to familiar and often-damaging
pedagogical and curricular habits. To illustrate this phenomenon, please read the
vignette below of an actual encounter with a UCD student Dr. Kim met at a
neighborhood a local coffee shop.
While grading [your] work at a local coffee shop, a young White woman who had earned
her license through the UCD urban teacher prep program told me (and her friend sitting
with her) how difficult the program was because she felt she was constantly being called
racist or being shown her White privilege in her coursework. I asked if she had to read
the R. Allen piece, and she said Yes; it was awful! She told us how she cried when
she read that article and others like it, and that she almost quit her program because
she became really upset and depressed. She also stated, though, that she had come to
realize it was important for her, especially as an urban teacher, to recognize and work
against her privilege. Her friend inquired about how she feels now; he asked, Do you
still struggle with it? I mean are you still upset when you look around and see your
privilege? Do you still cry? She said, No, because since I finished the program, I do
not have to think about it anymore. I dont have to constantly read, think, and discuss
those issues . . . now my life is back to normal.
Prompt 3: Self Evaluation: With respect to the vignette above, please share in what
ways, if at all, this course changed and entrenched your thinking or actions either
personally or professionally. Also, please describe how, if at all, you plan to continue to
push yourself to read and discuss pieces that support our revised definition of an
excellent education. If you plan to continue to support the teachings of this course,
please include how you will work against the phenomenon of subtractive schooling and
Dr. Kim,
I really enjoyed this course. It is the first education course I have taken where I can directly
apply what I am learning into my practice and daily life. My thinking, perspectives, and
awareness for others have been drastically impacted from the course readings, assignments, and
discussions. You did a great job of facilitating this course, to make sure everyone felt valued and
challenged as an individual and educator. You said one thing at an in-person meeting that has
stuck with me and frequently comes up in my thinking you mentioned that some children have
difficult situations and unfair circumstances, and as a teacher you should NEVER make a student
feel bad about himself/herself. I have never intentionally made a student feel bad about him or
herself, however, as humans it is easy to get bogged down and act irrationally, without thinking
of how another person may feel. I really appreciate you saying this powerful and simple
statement. It is our role as educators to make sure that our students feel cared for and loved, we
need to inspire them and make them realize how brilliant they really are.
Thank You,
Kasey