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Social Studies: Specifically incorporating often left out histories about indigenous cultures especially, problematizing current historical narratives
ELA: Incorporating Indigenous language, texts, and mini lessons into class content
Math: let students know that math is not a universally given thing, but is subjactive and is still being researched and changed and then allow them the opportunity to explore it for themselves.
All subjects: Don't be afraid to tangent into interesting discussions and include indigenous context into your content

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Bring in cultural views of numbers: knots, Mayan calendars, etc. Bring in cultural art and study the geometric and sequencing patterns. Could study a lot of cultural art in Math.

Encourage the understanding that Math is not a universally determined thing that is finite. Math is expansive and discovered from a subjective perspective that becomes widely accepted and agreed.

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Specifically in ELA, we can weave Indigenous knowledge into our teaching practices by incorporating texts that value Indigenous languages alongside more traditional teaching of Standard American English. One of the most important concepts to challenge in ELA is the way Standard American English is so often upheld as the "correct" way of speaking - an ideology that harms our students who are multilingual and/or who speak dialects that don't conform to the more formal SAE conventions. We need to teach our students that language is power, and that while SAE is often a tool needed to navigate structures of higher education and employment, we should examine how that language also acts as an oppressor. Incorporating Indigenous voices in our analysis of the power of language is one step towards valuing all variations of language.

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ELA needs to revise the types of texts used. As it stands, many of the texts eminate from the canon -- a collection of texts typically authored by white men. Turning to these texts, to the exclusion of others, upholds these dated conceptions of writing and literaure. We, as ELA teachers, have the power to advocate for revised reading lists that reflect contemporary issues of race, gender, and class. We don't have to turn Shakespeare when better texts are out there.

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I completely agree with my classmates in that my schooling definitely aligned with the western philosophies of teaching. Every single class that I took in school were surely influenced by that of behaviorism, essentialism, and perennialism. There was always some type of reward system for doing good in class, behaving, and other small tasks. We would then be able to receive prizes or awards because of our good performance in school, whether it be socially or academically. While I can see how this would be a good motivator for students, I can see how it would be harmful for students who struggle academically. I'd love to hear what my peers think about behaviorism in regards to reward systems.

Essentialism was an evident philosophy that influenced my schooling. We were taught the basics or what we were "supposed to know" according to society. While everything that we learned was stressed as important, such as the "3 R's", I felt as if I left the K-12 system with more questions about the "real world" than answers. Like my classmates have mentioned in their response, it seems that schools are beginning to move away from this model/philosophy.

Perennialism was the other major philosophy that ruled my school district. While some teachers broke out of this routine by assigning students groups to sit in instead of rows, the canon was most definitely something that did not change. We only read texts from current events if it pertained to our individual writing assignments and we would often find these texts ourselves. Other than that, everything that we read came straight from the canon or provided historical context for such. Teachers did not bring in current events unless it was for history, and even then this kind of content was restricted mostly to senior level courses which discussed current world events.

In relation to my experience in this program and my future career as a teacher, I am so happy that we are discussing these major issues in education in our courses. Woodring makes social justice a priority, which translates into our courses and practices in our guided teach/practicum/student teaching experiences. When I enter the field, I hope to apply more modern philosophies like existentialism and reconstructivism into my teaching philosophy/style. I also hope that my school district will allow me to apply these philosophies and that they will share the same vision that I do for the future of education. Ideally, I would like to work in a school district that shares my values as an educator, including philosophies that align more with social justice.

Food for thought: I wonder how much pushback these more modern philosophies have had in public schools over the years. What does this look like?

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I agree with Isa in that my school experience has often focused on conformity to experiences of White, European literature (Perennialism), behavior suited for Industrial work (Behaviorism), and a bit in Essentialism in what is deemed required for universal testing and minimum credits/years spent in each subject. As I exited Secondary Education, I saw some movement towards Constructivism (particularly in my International Baccalaureate classes). My time in college and in Woodring has me believing that school districts are starting to move towards Existentialism, Reconstructionism, and Constructivism and Progressivism.

I personally see value in Progressivism and Constructivism as these are important for learning and often absent in the secondary school classrooms - to the student's perspective. Existentialism - I believe - is valuable in supporting the Capitalistic idea in maximizing individual growth and exploration. When students have a sense of autonomy in their learning - intrinsic motivation is more frequently experienced - than having no say in what you learn, how you behave, and how you express your learning. We saw this a little in our service learning last quarter - when students were asked to discuss how much choice should seventh graders have in their own learning.

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I agree with Dustin's analysis that perennialism and essentialism were really the two most prevalent teaching philosophies when I was in school and I want to add that behaviorlism was present as well. We spent a lot of time memorizing what the teachers told us across all subject areas. We also always read "the classics" and practiced the same traditional math procedures that had been done by our parents and grandparents. And throughout all of that, teachers were disciplining behavior labeled as "bad" and rewarding "good" bahvior. Britzman talks about the idea of conformity, and that goes hand in hand with these philosophies that were so prevalent because those teaching philosophies want students to conform to the already established ways of thinking, behaving, and feeling rather than be creative as individuals.

In recent years I beleive there has been a shift in many classrooms toward existentialism and reconstructionism. As we can all see from our Woodring classes and from many of our practicum CT's individual creative thinking and social justice is beginning to be taught. I am hopeful that by the time we are all teachers, most schools have started making the shift toward these more beneficial educational philosophies and we can all help blaze the trail away from old school teaching.

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Referring back to the Britzman text, two philosophies that are present in schools in the present that immediately jump out from the reading are perennialism and Essentialism. In the case of perennialism, Britzman speaks to the compartmentalization of knowledge early in the text (Britzman, Page 51). Specifically, which knowledge is picked for the students to access in their education, which I believe is refering back to an established canon (Britzman, Page 51). In the case of essentialism, I believe that the example of the assumed "'...basics...'" (Page 52) in the education system would fall under essentialism.

Certainly in my experience, I believe that perennialism was part of my learning. In English courses in high school, for example, utilizing works such as Romeo and Juliet. In other words, utilizing the established canon. Further, in a social studies context, Dr. Pyscher spoke to me about the established canon in terms of a chronology of events, so as far as how this shaped my experience, it certainly plays into the narratives that I, as well as other students learn about versus the stories that are left out entirely.

In terms of how these philosophies have shaped what I see and feel in my guided teaching experiences and practicum, I think that something that comes to mind is related to perennialism. For example, keeping an eye out for established canon, and how the educator uses the canon. Further, engaging with students and having them ask questions, or use critical literacy skills to analyze the text. In this sense, I believe that one way that that these philosophies will guide me in the future, in terms of perennialism, is understanding how the educator uses the established canon, which, in terms of feeling, I believe would set the tone for the class.

If I am understanding this question correctly, in terms of how these philosophies have shaped experiences of students historically, Britzman speaks to the historical context of these methods. For example, Britzman explains how, in American history, children of immigrants were socialized and adopted dominant values in society (Page 48). Certainly, behaviorism comes to mind as far as re-socialization into these dominant values. I believe that this is one of the ways that these philosophies have shaped student experiences historically.