Teaching to Change the World”

Use Critical Theory to investigate the meaning “across” the following assigned readings for this section: Reading Text: Teaching to Change the World” 5th Edition, By Oakes, Lipton, Anderson, & Stillman, Chapter 3: Politics and Philosophy: The Struggle over Curriculum (pp. 75-110) To complete the assignment, write a one-to-two-page, double-spaced paper with 1-inch margins on all sides and include your full name, date, and the heading: Critical/Analytical Response #4. This paper must address the following questions: What is privilege and does it seem to underlie one paradigm more than the other? Why? Think about the schools viewed in the videos, the readings, as well as your own experiences and respond to the question: “Which schools tend to reflect the traditional or transmissive philosophical paradigm and which reflect the progressive or transactive one?” How does the traditional or transmissive philosophical paradigm align to ethnocentric monoculturalism? In thinking about the traditional or transmissive philosophical paradigm through a lens other than your default one, write some informal ideas critiquing the claim that this paradigm is apolitically anchored in objective facts and that it is political and includes subjectivity based on socially constructed knowledge based on ethnocentric and sociocentric monoculturalism/ How might the cry “back-to-basics” constitute rhetoric, not about curriculum, but about adherence of the traditional transmissive paradigm and in ethnocentric monoculturalist values such as “Americanism,” with poor students of color being the targets of such rhetoric? How does the emphasis on inclusion of cultural pluralism into the curriculum by John Dewey and Jane Addams (1800s and 1900s) differ from contemporary policies of educating poor minoritized groups and immigrants? How has the resurgence of “scripted” lesson plans in response to standardization and “high stakes” testing reflect political interests and ideologies undermining teachers’ approach to curriculum (i.e., curricular reductionism)? How has use of standardized tests resulting in excessive drilling rather than reciprocal use of listening, speaking, reading, writing, and viewing to promote literacy development as a tool for thinking changed education? How do ideologies impact policy development and what are some examples of laws and policies illustrating this?