Against Common Sense: Teaching and Learning Toward Social by Kevin Kumashiro

By Kevin Kumashiro

Drawing on his personal event educating assorted grades and matters, Kevin Kumashiro examines facets of educating and studying towards social justice, and indicates concrete implications for K-12 lecturers and instructor educators.

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Against Common Sense: Teaching and Learning Toward Social Justice (Reconstrucing the Public Sphere in Curriculum Studies)

Drawing on his personal adventure instructing various grades and matters, Kevin Kumashiro examines features of educating and studying towards social justice, and indicates concrete implications for K-12 academics and instructor educators.

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Additional info for Against Common Sense: Teaching and Learning Toward Social Justice (Reconstrucing the Public Sphere in Curriculum Studies)

Sample text

In contrast, what is not often desired or valued is knowledge that reveals ways that common views of “good” teaching are neither possible nor desirable, and perhaps more significantly, ways that engaging in what many define as “good” teaching can actually be quite oppressive. It is not often comforting to learn things that make our students or our disciplines or the process of teaching even more difficult to know. Not surprisingly, what teachers often desire learning is a comforting knowledge that helps us to stay blinded to those aspects of teaching that we cannot bear to see, especially aspects that comply with oppression.

The result was not a student who learned the right things, but a student who both learned what mattered in school and society and unlearned or critically examined what was being learned, how it was being learned, and why it was being learned. Learning involved ending up with knowledge and skills that could not have been predicted by either the student or the teacher. Preparing Teachers for Crisis y 27 Some distinctions needed to be made. The student was not learning to ask questions about and critique what was being learned in just any way, nor was the student learning to dismiss the knowledge that had come to matter in society; rather, the student was learning to ask questions about the varied political implications of what was being learned (how it both contributed to and challenged oppression).

The new standards cannot simply replace one partial view of the world with another, even if it does do more to raise awareness of oppression. Perhaps more important, challenging oppression requires more than raising awareness about more progressive perspectives on the world. The reason we fail to do more to challenge oppression is not merely that we do not know enough about oppression, but also that we often do not want to know more about oppression. It is not our lack of knowledge but our resistance to knowledge and our desire for ignorance that often prevent us from changing the oppressive status quo.

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