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Concurrent Teacher Education
Colette Granger

Diversity, Equity, Social Constructionism: Who are the „Others‟ of education? Introducing Equity and School Justice  What is the purpose of schooling? o Keeping the way things are  Privilege and marginalization  Measuring equity o In various ways  Who Am I: exploring our own identities  Equity Policies o Helps us understand our own positionalities, and how we are positioned in the society as a whole  We are all privileged in one way or the other  Some are more privileged than others  Ex. some can pay tuition, some are on loans o Create better opportunities for students What is the purpose of schooling? 3 types of models:  The industrial model: measurement, ranking and sorting o Rules exist to help young people to follow rules in the big world  Ex. don‟t be late, deadlines for a reason (in the real world of working, you must meet assignments on time), lining up (can‟t bud in reality; waiting for the bus or paying for groceries)  The individualized model: education for self-fufillment  The standards model: common core of knowledge and skills for all students; guarantee of minimum standards of performance o If you are privilege (time and money) the second model.  Private school, alternative school(kind of school that follow different systems), etc o Most public school would best fit the first model.  The progressive model: education as a community investment; education for the public good; education for a better world o Individual achievements DIVERSITY  What is diversity?  Why is it important to think about diversity in relation to education‟s goal  Example of “Othering” …If the world were a village of 100 people… o the village would have 60% Asians, 14% Africans, 12% Europeans, 8% Latin Americans, 5% from the USA and Canada, and 1% from the South Pacific o 51% would be male, 49% would be female o 82% non-white, 18% white o 67% would be non-Christian; 33% Christian  Equity and Inequity …In our theoretical “global village” of 100 people… o 80% would live in a sucstandard housing o 67% would be unable to read o 50% would be malnourished and 1 dying of starvation o 33% would lack access to safe water o 39% would lack access to adequate sanitation o 24% would have no electricity - when working in classrooms, we need to pay attention to people that don‟t experience different things, learn different things, etc - important to consider that people who quit school early are most likely because they believe they are underprivileged than others *relating to last week‟s reading Banking model: students are like bank where teachers try to deposit information into them; giving information without reason Teacher is the holder of the knowledge and it is not the student‟s job to question that. “shut-up and listen; teacher knows it all, student doesn‟t know anything” Aspects of education that represents: math & science (just telling it at you or formulas), tests (how much can you recall/memorize); content regurgitation, Shakespeare in English (with interpretations), Hidden curriculum: not regular school system with outlines, etc., rather trying to shape students behaviors through status quo  Ex. listening skills, lining up, etc  About socialization; rules that we want student to learn about the culture  Teach without explicitly telling them that they are teaching it that way Visible curriculum: regular school curriculum and their rules, etc Null curriculum: the things we don‟t talk about at all  Don‟t talk about why students stand on desks, etc  Has to do with power, ex. nobody has to tell/think that the teacher is in charge, rather they know  “unthinkable” - good to pay attention to your student and who they are, we c
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