The Problem with Stories

I hope everyone gets a chance to watch this, it is an essential companion for navigating our emotions and reality.

http://www.youtube.com/watch?v=RoEEDKwzNBw

Review of Broom's article "Curriculum in the Age of Globalization"

            I chose to review Catherine Broom’s article called, “Curriculum in the Age of Globalization”, published in the “Canada’s National Social Studies Journal” (Formerly: The History and Social Studies Teacher), Volume 43, No. 1, Spring 2010. Catherine Broom is an Assistant Professor of Education at the University of British Columbia’s Okanagan Campus. The Journal can be found in the Canadian Social Studies which is an indexed, refereed journal published quarterly on-line at the University of Alberta.  One main theme in Broom’s article is coined in her term “absent curricula” which she uses to refer to various failures of the current B.C. Social Studies curriculum. According to Broom these failures of the curriculum make it next to impossible to successfully create critical thinking global citizens out of our students, in our current Age of Globalization. As a kind of antidotal evidence, Catherine Broom refers to student’s “stereo-typed responses” and “silences” when asked questions about countries and cultures other then European and western ones as a kind of indication or evidence of the failure of our current BC social studies curriculum, to adequately educate our students to become informed critically thinking global citizens.  Broom’s article presents various perspectives, arguments and warning of potential negative implications if the problem of the “absent curricula” is not remedied in the BC Social Studies curriculum.

            Some key arguments Broom makes are that students are provided a too shallow amount of information regarding the world outside of Canada and that the curriculum “has a definite Western European slant…” . “The guide [curriculum] clearly aims to develop national feeling and identity at the expense of knowledge of World History”. Secondly, Broom explains that “[t]he new Social Justice 12 course (Ministry of Education, 2008) contains the potential for some current world history that is not only Western and is less Eurocentric in orientation but it is not being taught very often.  Broom’s points out that both History 12 and Social Justice 12, are optional courses” and therefore unlikely to be selected by the majority of students.

            Various short-comings in the social studies curriculum can result in a failure of students to gain the knowledge to adequately consider negative facts regarding for example human rights histories of other countries. Furthermore, when potentially a negative light can be shed on Canada or when Canada’s role is not viewed as a positive then the history is not being considered with enough information to be fairly assessed by students. I agree with Broom that it is essential to succeed at critical thinking only when enough information is provided which includes looking at both negative and positive perspectives. For example Canada’s denial of human right to First Nations or its refusal to sign the UN Declaration of Indigenous Rights which it helped to author according to Broom is not considered in the curriculum or other such lines of inquiry. “BC’s curriculum is focused on telling an incomplete story of Canada and its place in the world, as the government aims, and has aimed, to build national pride through schools.”

            One means that Broom uses to explain and relate her arguments and evidence her perspectives is by discussion and comparison to other curriculums such as Nova Scotia, UK and Oregon that show substantially differences in the way that they engage students in social studies. These comparisons help to highlight alternative more successful ways in which curriculums can approach social studies from a more modern relevant global perspective.

            The article emphasized the author’s opinion that the middle school social studies curriculum fails to adequately include history from non western non-European countries in a balanced and critical way. The negative implications for students are that they can end up forming shallow and stereo-typed global perspectives because of the lack of information provided to them; students need to develop a depth of understanding of other countries and their cultural perspectives. Understanding the historical and cultural perspectives of other countries is essential for forming a peaceful society, economic relationships and equitable just decisions at all levels.

            When I read Broom’s arguments I see a oversight, as far as I am aware the BC curriculum for middle school social studies stresses that teachers should make information and inquiry relevant and authentic to their students, that diversity should be considered which includes comparison of differing cultural perspective and diversity in student backgrounds and cultures are also included through various learning strategies that are both relevant and authentic and I think will foster development of student being capable of critical thinking, empathy and developing a healthy global perspective. For instance there are multiple strategies that teachers can use to help students make connections and relate historical information to current global issues.  It may be that the flexibility is present for teachers in the curriculum to make up for the “lack” in the curriculum that Broom discusses in detail in her article. However the issue rests on the quality of education and level of caring and knowledge the teacher has of the weightiness of their job to teacher children to critically think.

            I agree with Catherine Broom that the curriculum’s underlying principles and design and political agendas be considered and questioned continually. I think that I support the relevance and importance that social studies teachers be required to attend professional development conferences that debunk various myths regarding Canadian history and nationalism because that will hopefully translate into more critically designed lesson planning..  I support the idea that teachers need to be rigorous in their own persuit of knowledge, that they need to be up on current affairs and watch that they are aware and question their own underlying biasts so that they are then less likely to mislead their students. If we are not cognizant of both the positive and negative implication of history, all history not just our version of history, then it is bound to repeat itself. Therefore we need to teach our students how to weigh information and seek out as many perspectives as possible.          

Reference:

Broom, C.,Curriculum in the Age of Globalization, “Canada’s National Social Studies Journal” .43: 1, Spring 2010.

Eleven Oily Questions: A Great Critical Thinking Exercise

http://www.thestar.com/opinion/editorialopinion/article/1128116--eleven-oily-questions-for-every-mp

In this opinion piece from the Toronto Star, Andrew Nikiforuk (from the Tyee) asks eleven questions of the federal government - and anyone pro-Enbridge/oil sands - that would be great to introduce to a Social Studies classroom for a critical thinking exercise. These thoughtful and piercing questions cut through most of the typical rhetoric associated with the oil sands. Some probably can't even be answered, at least not easily, and therein lies their strength.

Curriculum in the age of globalization

Reviewed by: Kirk MacRae, University of Victoria, British Columbia, Canada

In her article, Bloom (2010) argues that the current social studies curriculum in British Columbia is in need of revision.  This is immediately evident as she attempts to convince the educators, ministry policy makers, and the like whose eyes may grace this article, that the current curriculum is “Canada- centered” (pg. 1) stretching to include mainly European influences and connections.  Bloom claims that the curriculum is deficient in its inclusion of world history, instead focusing on the development of nationalism and Canadian identity.  This trend is evident from kindergarten to grade 11, the compulsory period for social studies, after which the curriculum offers optional courses that could benefit students with global history, but unfortunately experience low enrolment.  Bloom expresses that the incomplete history introduced to students contributes to their ignorance of other nations and their history, and the development of false ideals, such as Mexico being a country filled with “drugs and violence” (pg. 2).  By the time students graduate they will not have a grasp of world history, they will lack understanding of the world economy and distribution of resources, and as emphasized by Bloom, they will have a very contorted view of global human rights.

            In line with her concerns, Bloom suggests that students need a more global education in social studies.  Students need to be introduced to the histories of several nations, in addition to Canada, while making sure that the past is studied right up to present day.   Bloom stresses that students become global citizens through social studies curriculum that helps develop values, such as “empathy” and “critical-creative thinking” (pg. 5) skills, which is difficult to do through a predominantly Canadian context.

Bloom wraps up her analysis of the BC social studies curriculum with a series of pedagogical recommendations that would make up the basic structure of a new social studies curriculum.  The new curriculum proposed would make connections from history that are relevant to current issues and that impact the entire world, uncovering truths for student analysis.  A true study of global history designed by diverse scholars that looks beyond Canada in detail is what Bloom is ultimately after.  Individual research projects on nations and current issues following the study of key world events will be intertwined with active participation in human rights initiatives to achieve this new curriculum according to Bloom.

For social studies educators, it would be difficult to ignore the passion and concern expressed by Bloom towards the current curriculum.  This article offers motivation and inspiration to become continually critical of the curriculum and my own practice.  Rather than operating as passive minions within the system, educators need to take ownership of their profession, appreciate the opportunity to foster learning, and provide the most well-rounded, engaging and impactful experience for each and every student.  I agree that students should receive a social studies curriculum that encompasses an understanding of world history and evokes values and attitudes in becoming a global citizen.  I also agree that students need to look outside our sheltered, western country to expand their perspective and piece together the big picture; however, I think that the current curriculum allows for teachers to achieve much of this with their students.  To completely overhaul the program would be to misuse resources that would be better directed at lighting little fires underneath most (not all) of our country’s social studies teachers to spice up their delivery of said curriculum.  I will return to this point regarding social studies teachers along with an evaluation of Blooms pedagogical suggestions once the curriculum content has been addressed. 

            “Global history is a vast field.”  (Bloom)  Bloom states the obvious.  There is so very much to teach it what seems like the wink of an eye.  It seems like Bloom has an idealized view of what can be accomplished from grade to grade in a social studies classroom.  To simply “outline key world events” would not give them justice.  Nor would it be very encouraging to breeze over and deliver the Coles notes version of Canadian history, which despite what some (students and adults) would call boring, is rich with conflict, conquest and compassion.  The curriculum is progressive and starts with matters close to the heart.  If taught effectively, the social studies curriculum will take students on a diverse journey that covers a great deal including Canadian history which is essential in understanding our country-the country that each student is a part of.  Broom seems to value education that attempts to increase exposure to the world on the macro level and pick and choose areas to focus on that may seem disconnected.  I personally like a steady progression that transitions between past and present.  It is important to remember that history is not going anywhere and is only growing in gigabytes each day.  I would like to have seen some of Bloom’s passion target the individuals with the power to change the way social studies are experienced.  Creating life long learners should always be a part of the long-term goals for teachers.

            As mentioned, for students to become global citizens, Bloom indicates that they must develop skills and values such as critical thinking and empathy.  I do not believe we need to change much in the curriculum, as Bloom suggests, to achieve this goal.  Teachers have a fair deal of choice in delivery of material and it is our challenge to come up with creative and engaging lessons instead of the desk-text-worksheet diet.  Many of Blooms pedagogical suggestions will find their way into my logbook such as current issues study, nation specific research sharing projects, and active involvement in human rights.  Active participation seemed to resonate especially with me after reading this article.  It’s these steps towards democratic citizenship that much be initiated by teachers and experienced by students.  Bloom is on the right track here, however a new curriculum is displacing the real issue at hand.  Social science teachers need to bust out of their shell and endeavour to “conduct some light and magic” (Price, 2012).

References

Broom, C. (2010).  Curriculum in the age of globalization.  Canadian Social Studies, 43, (1).

Price, J. (2012).  Social Studies Curriculum Instruction.  University of Victoria.  Lectures: January    and February.

More food for thought re: Canada and the EU

http://www.theglobeandmail.com/report-on-business/industry-news/energy-and-resources/canadas-oil-sands-not-so-dirty-after-all/article2343985/

Retooling the Social Studies Classroom for the Current Generation

Reviewed by Jill Reimer

University of Victoria

Wilson et al.’s article Retooling the Social Studies Classroom for the Current Generation focuses on how technology has changed the way in which young people read, communicate and learn.  The authors argue that current teachers need to keep up to date with the fast paced world their students are accustomed to, and that teachers are struggling to integrate technology into lessons in engaging and meaningful ways.  They continue on to define and compare Web 1.0 and Web 2.0 tools, which is basically the early years of the World Wide Web versus “the more recent World Wide Web, one that focuses on user collaboration, participation, interaction, and the building of social networks.”  They then describe how one of the authors, Lisa Matheson, a high school social studies teacher, was able to implement Web 2.0 technologies into her lessons in an effective manner, while still delivering solid academic content and following the American national social studies curriculum guidelines. 

The article focuses on three Web 2.0 tools: blog, wiki and digital media-sharing.  Of course there are several other web tools that could have been discussed, but the fact that the authors chose just three to narrow in on keeps the article well organized and easy to read.  Focusing on just three tools gives the authors more time and space to go into detail on what the tools are, how to implement them in the classroom, give examples of lessons that use these tools, and also list websites where the software can be found.  The article compares similar software based on such criteria as cost, user friendliness, and privacy settings.  I think that the amount of information given on the three tools make this article very useful to current or future social studies teachers who are looking for ways to enrich student learning.  As well, the lessons that are shared in the article have students engaging in critical thinking and developing ownership of their work and even though these lessons are American, they can easily be altered in order to meet the requirements of varying curriculums.

The authors seem to cover most avenues of concern that could be associated with implementing technology in a school environment.  For example, they discuss the importance of taking into consideration that not all students will have access to computers and technology at home and they stress the importance of ensuring students understand and abide by copyright laws.  Teaching students about privacy settings and their benefits, and the importance of parental release forms for digital media-sharing are a couple other useful concerns that the article addresses.  The authors also make some useful recommendations such as having students supply the teacher with their user names and passwords for school related internet user accounts in case students forget, and are unable to access their school work.  Perhaps most importantly, they reiterate how important it is for the teacher to explore the technology, take a couple trial runs, and become comfortable with it before introducing it to the class.  This is great advice as there is a lot of room for error in applying technology into the classroom, especially for the teacher who is not technology savvy.  The one thing that the authors fail to mention is the possibility of technology glitches and how this can affect learning in a classroom devoted to technology.  The entire article was very pro-technology, without even glancing at how technology can be detrimental to learning.

The lessons show cased in the article cover a wide range of social studies related criteria, including current events, politics, research and history.  I think the authors really prove their point that technology can be integrated into the classroom in the fact that they cover such a variety of topics in the sample lessons.  The point of all the lessons have a similar focus: to have students make connections to what they are learning in the classroom to the world around them.  This fact is clearly stated in the paper, and I believe it speaks strongly to what learning social studies is all about. 

The article also touches base on technology being cross-curricular. For example, by integrating various technologies into the social studies classroom, teachers can cover the curriculum of two subject areas: social studies and technology education.  As a teacher-in-training, I believe it could be very useful and time-saving, to use cross-curricular activities whenever possible.  It seems as though many teachers rush through material in order to meet curriculum guidelines for the year.  If technology education could be integrated into all the other courses, more time could be spent in areas where students struggle.

I am a firm believer that technology is the tool for learning of the future.  This article made me realize how much thought must go into a lesson in order to make it meaningful, educational and to engage the students in critical thinking.  The article gave me numerous resources, including websites and collaborate lesson plan ideas that focus in on our story, her story and history, while having students make connections in the classroom to what is going on in the world around them.    

Reference:

Wilson, E.K., Wright, V.H., Inman, C.T., & Matheson, L.H. (2011).  Retooling the Social Studies Classroom for the Current Generation.  The Social Studies, 102, 65-72.

 

A Review: Two Terms You Can (and Should) Use in the Classroom: Cultural Homogenization and Eurocentrism

This article focuses on media literacy and globalization, with the implication that these factors result in cultural homogenization and Eurocentrism. The author states that these processes establish a notion of what is normal, while marginalizing or eliminating the perceived value of possible alternatives.

A Eurocentric approach can reduce other cultures to mere caricatures that only touch on their superficial qualities. This process can leave the most important aspects of these cultures unexplored. Globalization and consumerism further complicate the matter, as students may come into the classroom with preconceived notions about what constitutes growth, development, success, and value.

This has caused me to reconsider how I acquire sources of information to be used for teaching. In an effort to make relevant connections between students and subject matter, it can be tempting to supply sources that are already in line with a student’s value system. This may inspire interest for the student, but it omits alternative perspectives.

While the article focuses on having students become media literate to combat the culturally corrosive effects of corporate-driven globalization, it doesn’t make the argument for the preservation and illumination of the important defining qualities of other cultures. It identifies and addresses a major problem, but doesn’t go far enough to develop a broad cultural education.

There are a number of media literacy exercises that the article suggests to use in the classroom. One exercise involves studying news feeds or commercials to scan for bias or intent. I think this is a great starting point in developing awareness for students. Other activities touch on comparisons between international media sources. This comparison is of particular value because it can be hard to spot coercion and propaganda without first seeing in directed towards a different culture, political belief, or movement.

These ideas will inform my teaching in a number of ways. On a basic level, the exercises that foster media literacy may be used without significant modification. Students need to understand just how at risk they are of manipulation if they remain media illiterate. To supplement these lessons, I would also draw on examples of successful propaganda from around the world. Documentary filmmaker Adam Curtis’ The Century of the Self, while likely too long and too complicated as a whole, provides some excellent insight into how manipulative the media can be. Short clips from this documentary would likely provide a powerful and informative message for my students.

The article warns against the representation of other cultures as becoming caricaturized, but could do more to make this relevant to students. A young child may come to class with this superficial level of understanding. Students must be lead to understand what insights and lessons can be gained from connecting with another culture on a meaningful level. It is one thing to gawk at the visual spectacle of a shaman, but entirely another to see how the shaman acts as a spiritual guide to community members with specific problems.  Through such an endeavour, students may come to see a void in our own society, which could spark self-motivated analysis. This chain reaction of discovery is not attainable through media literacy alone.

Despite this criticism, media literacy is a crucial first step in the process of cultural education. For young students, it may already be pushing the limits of what they are cognitively capable of understanding. The complexity of the connections made through the lessons will certainly depend on the characteristics of the class. A set of lessons that expose the dangers of media illiteracy is extremely valuable without further any elaboration. However, if students do make the connection that their own society has faults and deficiencies that affect their lives, then there is potential for even more growth and learning to take place.

The idea of loss through globalization has parallels in nature, and this offers an excellent opportunity to create cross-curricular connections.  The destruction of the environment, and particularly the Amazon rainforest, has much in common with the smothering pervasiveness of Western culture.  As globalization encourages cultural homogenization, the beliefs, languages, customs, and dynamics of many cultures are at risk of being lost. In the Amazon jungle, plant and animal species are becoming extinct as forests are being cut down to make way for cattle farmers. American fast food chains can be found all over the world, and Coca-Cola is ubiquitous. Environmental destruction is not simply a parallel process, but intertwined with globalization. This is an important point to get across to young students.

To close out a set of lessons on media literacy and globalization, each student would be choose a country to investigate in this context. Students would be provided with a diverse selection of countries to encourage further exploration of differing perspectives. In this way, the class would come to understand that globalization has different effects that depend on the nature of the given country. Additionally, some similarities may be observed about the influence of the media in different regions of the world.

No matter what direction the lessons take, encouraging media literacy is a powerful method for encouraging critical thinking. Students are constantly encouraged to think critically, but the term is used so frequently that it has lost most of its power. By exposing students to the darker side of media, they will be naturally using their critical thinking skills as they become aware of how manipulative various forms of media can be. It may even provide students with a more fundamental understanding about the value of critical thinking in their own lives.

References

Richardson, G. (2000). Two Terms You Can (and Should) Use in the Classroom: Cultural

Homogenization and Eurocentrism. Canadian Social Studies, 35(1).