Reflect on Noddings (2007/2013) ideas of Curriculum for the 21st Century. Answer at least two (2) of the following questions:

Building on the themes discussed in this unit, reflect on the following based on your own personal perspective.(Montessori teacher).

 Drawing on your experiences and knowledge to expand upon your thoughts, compose an entry for your portfolio.

Reflect on Noddings (2007/2013) ideas of Curriculum for the 21^st Century. Answer at least two (2) of the following questions:

• How do we adapt curriculum in response to social change?    
• What are the needs of the current generation of learners and how do we meet those needs?  
• What are learners concerned with in comparison to what curriculum developers are concerned with in education?
• Rubic:
•   Self-improvement-  

  Demonstrates clear
  understanding that
  self-reflection is a key
  component of
  improving both a)
  her/his own teaching
  practices and b) the
  growth, development
  and learning of one’s
  students. Clear,
  applicable details and
  examples are
  provided in the
  reflection

•   Connection to
  outside
  experiences-  

  Engages in detailed
  analysis of aspects
  of her/his own
  experiences and
  those of others that
  centrally relate to
  the topic. Makes
  substantive
  connections
  between these
  experiences and 

  their application to
  teaching practice,
  and cites texts,
  scholarly journals,
  and other resources
  to articulate their
  meaning.
  Submission
  demonstrates
  understanding of
  the importance of
  reflection on
  experiences as a
  critical tool for selfimprovement and
  effectively employs it\
  

• 
  
• Connection to
  course readings
  (videos,
  presentations, etc.)
  and discipline
  specific literature-  

  Synthesizes those
  aspects of the
  readings that relate
  to the topic. Makes
  substantive
  connections
  between what is
  learned from the
  readings and the
  topic. Includes
  references to other
  sources to
  demonstrate the
  ability to extend
  one’s own learning
  through
  independent
  discovery.

•   
  

  Reading Assignment

  1. Jacobs, H.H. (2010). New school versions: reinventing and reuniting school program structures. In Curriculum 21: essential education for a changing world. ASCD. Download PDF version.
  

  • Jacobs presents readers with possible reasons for curriculum change and how to best engage a curriculum for the 21^st century learner. 
    

  2. McIntosh, P. (1989). White privilege: unpacking the invisible knapsack. National SEED Project on Inclusive Curriculum, pp.1-7. https://nationalseedproject.org/images/documents/Knapsack_plus_Notes-Peggy_McIntosh.pdf 
  

  • In this early piece, Mcintosh discusses the issues of white privilege and how it may find its way into a curriculum.  Power and privilege permeate many curricular programs and Mcintosh was one of the first researchers to write about these realities. 
    

  3. Noddings, N.  (2007).  Curriculum for the 21st Century.  Educational Studies in Japan: International Yearbook No.2, pp.75-81. https://files.eric.ed.gov/fulltext/EJ842882.pdf

  
  

  • This short piece by Nel Noddings explores whether the current curriculum is continuously organized around traditional disciplines or has drastically changed over the last hundred years.
    

  4. Van der Valk, A. (2014). Peggy McIntosh: Beyond the knapsack. Teaching Tolerance, 46. https://www.tolerance.org/magazine/spring-2014/peggy-mcintosh-beyond-the-knapsack
  

  • The author here revisits Peggy Mcintosh’s piece from 1989 in light of her own experiences and perspectives.
    

  Optioinal Videos

  1. Axisaudio. (2014, March 27). Neoliberalism, youth and social justice [Video]. YouTube.  (10:03)
  

  • Henry Giroux, an educative critical theorist discusses Neoliberalism as a socio-cultural concept as well as its effect on education. Neoliberalism is the rise of the business-like approach in foundations including education where students become clients or consumers rather than learners.  Giroux also calls it the “corporatization of schools”.

  2. randomactsofkindness (2013, September 11). Dr. jonathan cohen, kindness in the classroom lecture intro [Video]. YouTube. 

  
  

  
  

  3. Tedx Talks. (2012, November 5). “How studying privilege systems can strengthen compassion”: Peggy McIntosh at TEDxTimberlaneSchools [Video]. YouTube.   (18:26)
  

  • In this video, Mcintosh discusses the idea of privilege and its effect on society.  You will be reading a very well-known piece by her that explores privilege and its effect on education.
    

  Optional Readings

  The following readings are optional, but they explore specific social issues relative to curriculum reform. 

  1. Chan, E. (2006). Teacher experiences of culture in the curriculum. Journal of Curriculum Studies, 38(2), pp 161–176. https://www.researchgate.net/publication/228342367_Teacher_experience_of_culture_in_the_curriculum
  

  • Chan’s work is set in the Canadian context in terms of cultural diversity and curriculum reform.  This is a narrative inquiry study looking at the role of teachers in terms of addressing diversity for a particular school event – the field trip.  
    

  2. Moroye, C.M. (2009). Complementary curriculum: the work of ecologically minded teachers. Journal of Curriculum Studies, 41 (6), pp.789–811. https://www.geos.ed.ac.uk/~sallen/hamish/Moroye%20(2009).%20Complementary%20curriculum%20-%20the%20work%20of%20ecologically%20minded%20teachers.pdf
  

  • Moroye focuses on the teacher’s role in terms of students’ awareness of environmental issues.  Moroye’s piece cleverly embeds interview excerpts to help build her arguments and so, this is a prime example of curriculum reform relative to a specific field of study.   The research examines how ecologically-minded teachers who do not necessarily teach environmental topics negotiate their personal beliefs within their practice.     
    

  3. Sumara, D., & Davis, B. (2003). Interrupting heteronormativity: toward a queer curriculum. EBSCO Publishing. https://complicatingqueertheory.files.wordpress.com/2013/12/interrupting-heteronormativity.pdf (Also available in JSTOR)

  • Sumara and Davis explore curriculum reform in terms of the marginalization of a certain group based on cultural markers outside of visible minority status.  Sumara and Davis focus on the hidden curriculum in terms of heteronormativity and the deeper chasms of homophobia and heterosexism.