Rethinking Curriculum

Article Review: Broom, Catherine. (2010). Curriculum in the Age of Globalization. Canada’s National Social Studies Journal, 43 (2). Retrieved from          http://www2.education.ualberta.ca/css/Css_43_1/Css43%201%20Index%20%282%29.htm

Reviewed by Quinn Olson

University of Victoria, British Columbia, Canada

     The author of this article, Catherine Broom, finds fault with most of British Columbia’s Social Studies curriculum for grades 7 through 11. Broom argues that although our students are growing up in an increasingly globalized society, they are not receiving the education necessary to be global citizens (p. 2). Her article focuses on the missing aspects of effective Social Studies curriculum and provides pedagogical solutions to remedy the problem.

     While admitting that the curriculum is centered on national pride and nation building, Broom takes issue with the lack of World History that is taught in the Social Studies curriculum. The only related topics are Ancient Civilizations (grade 7), and the developing world without any context of other nations’ histories, culture or people (p. 4). Broom suggests that the World Histories would be better suited for the curriculum than the current implementation of skewed Canadian History. “The curriculum omits much and often teaches a mythological-like story of Canada’s unfolding in order to develop nationalism, not global awareness” (p. 4).

     Broom argues that students should be “introduced to the histories of many nations, both past and present” (p. 5), and that students also need to be aware of the negative impacts of colonialism across the world, with homage paid to those nations that are still attempting to emerge from these troubles.

     The Author also compares British Columbia’s Social Studies curriculum to that of California’s, where Broom finds “eerie” similarities. Like BC, in California grade 6 students study ancient civilizations to 500, in grade 7 they study  the medieval and modern world to 1789, grade 8 is national history from 1790 to 1914, and grade 10 focusing on 1914 to present day. While Broom doesn’t outright say that one is mirroring the other, she does make inferences into the similarities between the two while also finding them both to be inadequate for a Globalized World.

     The paper includes a section on Pedagogical Strategies for implementing a better, more globally aware curriculum (p. 8). Broom suggests that because Global History is such a vast field, teachers should educate students in a general global history framework outlining key global events. She also suggests that students complete individual, in-depth research projects on countries followed by presentations to the class as a means of ensuring each student is introduced to a variety of different countries.

     Broom posits that students should engage in global current events throughout the curriculum, while also relating it to the histories of each respective country. From these current events, students can brainstorm solutions to issues, using critical thinking and empathy. Broom makes no mention of biased media sources.

Lastly, Broom suggests that the curriculum be altered to allow students to engage in active citizenship in order to build knowledge and empathy. She suggests online resources from Amnesty International as a starting point.

     Although I agree with the author that the current BC Social Studies curriculum is flawed, I find her analysis and solutions narrow-minded and lacking. The current curriculum needs to be reworked in a way that is more inclusive of every aspect of Social Studies, not just Global History. The solution is not in teaching Global History to students, rather, it will be found in shifting student attitudes from social indifference to social concern and awareness.

     If I, like Broom, were to rework the curriculum, I would suggest that History be applied to all fields of Social Studies, while never being the sole focus of a single unit. Social Studies should be by definition the study of Society and Social issues. More importantly, it needs to be about social issues that affect and relate to the lives of students. A reorganized Social Studies curriculum would focus on the following:

-          Creating Active Citizens

o   The author made this suggestion in her analysis; however, I suggest that students learn to be active at all scales from local to global. This could be achieved through any number of projects from KIVA microloans (www.kiva.org), to a simple waterway restoration project in the local community. The key to active citizenship is action.

-          Creating Critical Thinking and Analyzing skills

o   Broom also made mention of this in her analysis (p. 7). I suggest that one of the PLOs should surround the art and skills of effective questioning and investigating. 21^st century learners are heavily shaped by the media that constantly surrounds them. Students need to be critical of what they read and hear, searching out different perspectives to gain a holistic understanding.

-          Strong Stances on Social (In)justice

o   The current curriculum in BC inadvertently encourages isolation from the injustice that happens daily around the world. The curriculum needs to encourage students to use their voice on issues that concern them. This could be accomplished through individual projects where students must take up a social issue and become actively engaged in either supporting or opposing and defending a particular position.

-          Current Events

o   Broom also spoke to this in her analysis (p. 9). Current events should be the pinnacle of Social Studies curriculum, as it keeps students engaged, informed and naturally developing their own history. However, the issue with making current events the main focus of Social Studies is that the onus is now on the teacher to continually adapt lessons and units daily depending on what is happening in the community, locally or globally.

     The current Social Studies Curriculum is BC is in dire need of reworking for 21^st century learners. The focus is to heavily on ancient history with little relevance to today’s student, and not enough focus is given to creating active, socially minded citizens that are passionate about participating in local to global society.

References

Broom, Catherine. (2010). Curriculum in the Age of Globalization. Canada’s National Social Studies Journal, 43 (2). Retrieved February 4, 2012 from http://www2.education.ualberta.ca/css/Css_43_1/Css43%201%20Index%20%282%29.htm