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I outline curriculum as tales and storytelling due to their richness. I’m not simply referring to conventional literary themes and components, equivalent to characterization and plot, however the nuances, reflections, meanings, life classes, and life connections to tales. Curriculum as tales and storytelling helps us to use abilities and requirements to each day life. Importantly, artists throughout time have been creating and educating via tales. For instance, in Stevie Surprise’s 1976 album, Songs within the Key of Life, every observe tells a narrative. Once I take heed to it, I ponder, What would curriculum in the important thing of life feel and appear like for a kid and instructor?
The rationale instructional leaders police curriculum and create insurance policies round anti-Blackness and anti-critical race concept is as a result of they search to manage tales within the hearts and minds of youngsters. Consequently, as they get older, these youngsters are more likely to train the identical false, incomplete, or dangerous narratives to their youngsters. On this means, curriculum is generational. I ponder how these leaders should really feel about themselves restraining full, justice-centered tales in faculties. I ask lecturers and curriculum builders, Which tales do faculties contemplate worthwhile? What standards had been used to pick these tales? How do the tales we train elevate college students’ HILL (histories, identities, literacies, and liberation)?
Curriculum as Legacy and Legacy Constructing
Curriculum outlined as legacy and legacy constructing signifies that what we train and the way we train it should go away an imprint on the lives of our college students. It ought to really feel particular and enduring. Such curriculum ought to encourage and allow college students to really feel, and act towards enhancing the self and the world. What’s being taught and realized ought to be vital, significant, and distinctive to our communities. Curriculum as legacy and legacy constructing ought to go away a stamp on our tradition—and result in a document of our occasions. Each time I develop a lesson, unit plan, or studying expertise, I attempt to construct within the legacies of the ancestors—that is what the 5 pursuits allow. I ask lecturers and curriculum builders: What legacies do you want to create? What do you need to be recognized for? What imprints and trajectories do you need to make?
These methods of (re)defining and (re)conceptualizing curriculum are dynamic and push boundaries of imaginings of who our college students can turn out to be. Curriculum should not solely connect with the world, however should additionally disrupt damage, hurt, and ache on the planet. So, it’s essential to ask your self, does my present curriculum:
- implicitly or explicitly contribute to others’ damage, hurt, or ache?
- silence others’ damage, hurt, or ache?
- actively disrupt others’ damage, hurt, or ache, and produce pleasure?
We should query curriculum and the nice influence it could possibly have. After all, curriculum ought to all the time connect with justice, fairness, anti-racism, and different anti-oppressions, and the last word objective of curriculum ought to be pleasure.
Dr. Gholdy Muhammad is an Affiliate Professor of Literacy, Language & Tradition on the College of Illinois at Chicago. Her scholarship has appeared in main instructional journals and books. Dr. Muhammad was named among the many top 2022 education scholars of public influence in Schooling Week’s “Rick Hess Straight Up” weblog rankings. She is the creator of the best-selling guide, Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy (Scholastic).