Ideology and Curriculum by Neal Neal Neal

Conflict and The Hidden Curriculum

nealp826 — 2016-09-28 18:51:03 UTC

Basic Rules and Tacit Assumptions

nealp826 — 2016-09-28 18:51:46 UTC

Conflict and Scientific Communities

nealp826 — 2016-09-28 18:52:25 UTC

Conflict in Society

nealp826 — 2016-09-28 18:52:44 UTC

Programmatic Considerations

nealp826 — 2016-09-28 18:53:05 UTC

I've got some thoughts

2016-09-29 00:13:43 UTC

Tacit ideological assumptions: Rules of the Game aka rules of life.
-Preference Rules: Choices within the rules
-Basic ground rules: not brought to a certain level of awareness-things that we just do.
-Constitutive Rules-notion of trust
<--P. 87 "The hidden curriculum in schools..."
-Rules set parameters and limitations.
-Students learn social norms and their place in the world
-Assumption that conflict and contradiction are inherently bad rather than driving forces.

Science

2016-09-29 00:14:12 UTC

"Almost never is it seriously examined as a personal construction of human beings" (p. 88).

Key Ideas

nealp826 — 2016-09-29 00:14:35 UTC

For science: Look at the nature of debates. These can be used as a basis for addressing topics.
Provide alternative lenses than the normative view.
Need to alter who students see as holders of "expert knowledge"

Key Points - Conflict and Hidden Curriculum

2016-09-29 00:14:38 UTC

- There are pros and cons to being considered a "insulated". However, we need to remember to responsive to the needs of our community.
- Hidden Curriculum - "that is, on the norms and values that are implicitly, but effectively, taught in schools and that not usually talked about in teachers' statement of end or goals".

Conflict

2016-09-29 00:14:49 UTC

- Different schools of thought
- Science would not progress without conflict
- There is more than right vs. wrong

Fav Quote

nealp826 — 2016-09-29 00:17:06 UTC

"Truth until further notice -- process of continually changing knowledge"

"The perspective in schools leans heavily on how ALL ELEMENTS OF SOCIETY ARE LINKED TO EACH OTHER in a functional relationship, each contributing to the ongoing maintenance of society" (93).

2016-09-29 00:17:49 UTC

Where is the Progress?

nealp826 — 2016-09-29 00:18:31 UTC

Look at social justice movements (or political revolutions)-- Laws had to be broken and then get changed.

Value

2016-09-29 00:23:17 UTC

Students as value-transmitting/recieving vs. value-creating (p. 93)

nealp826 — 2016-09-29 00:24:53 UTC

RISK TAKING

2016-09-29 00:27:38 UTC

rebellious subgroups

2016-09-29 00:28:05 UTC

In Black historical material,

"Blacks are presented who stayed within the legitimate boundaries of protest or progressed in accepted economic , athletic scholars, or artistic fields (p. 97)."

Conflict and Hidden Curriculum con't.

2016-09-29 00:28:06 UTC

- Tacit assumptions:
1: negative position on nature and conflict
2: focus on men an women as recipients and not creators of values and institutions

Alternative outlook on the presence of conflict in social groups:

2016-09-29 00:30:49 UTC

Conflict can be used a more objective foundation for designing curriculum and guiding teaching to counterbalance the hidden curriculum. p. 99

Question

nealp826 — 2016-09-29 00:31:04 UTC

What are possible short term and long term effects of having students question crucial insights into their own condtionedness and freedoms?

Question

2016-09-29 00:32:55 UTC

1) How do you continue to validate science as a discipline while also being critical about its objectiveness?
2) How do you ensure that you are not privileging one form of teaching science or theorist over another? In other words, how do you check yourself before you wreck yourself?

Question:

2016-09-29 00:34:03 UTC

Where can you go if you need other resources?

How can you use these resources to get your students to think critically?

Questions?

2016-09-29 00:37:20 UTC

In what ways do you remember being taught that society is a cooperative system (page. 92)?

Are there any pros to teaching students that society is a cooperative system?