Fall 2000 and Spring 2001 - Volume II, Issue 1
the writings of Marx (Huebner, 1997, Frien, 1998)… "Neo conservative approach" (Ubbelohde, 1997, p.22) technology and scientific advancement (Dagget, 2000, p.1) "tools of colonization"(Hutchinson,1998 ) antiassimilationist (Hutchinson, 1998) elitist systems (Glasser, 1990) collectively shaping society male and female words of politics echo through readings John Dewey's progressivism (Hutchison, 1998) authentic practice (Hutchinson, 1998) secular non repression (Pamental, 1998) biblical perspective (Steensma, 1977, VanBrummelen, 1977) democracy deliberative voices personal yet political. maybe it's the season elections…absentees phone trees and attack ads debates or maybe it's Kristalnacht HUAC Salem Stalin J Edgar Hoover Malcolm X and Martin Luther King Jr.
i fear politics
yes I know a child of privilege white…european…male middle class educated private parochial school i am a product of beneficiary of even practitioner of even consciously perhaps of oppression politics balanced all in my favor heavy fulcrum holding in place women cultures the poor the culture weighted heavily to my side designed to nurture picture listen to encourage my story my people a colonist assimilationist so do I fear loss of identity? Centrality of images? "the invisible knapsack of privilege?" (McIntosh,1989, p.10) control of language? constructs that make sense to me? (Stout-Henning, 1994) maybe it's ideology: marxist/neo marxist that I fear?
i am a lover of
family God poetry and freedom… i do love democracy choice justice choice nurture my God demands nurture my heart cherishes nurture my God died for nurture and yes, I fear religion like politics and words like crusade inquisition jihad hierarchy the stake
somewhere I heard
attributed some Greek… that all of life is a political activity but I work at the level of instruction and think of curriculum as skills a body of literature or anything they'll actually read respond to make part of their life and my politics are that to teach is to nurture (Kerr, 1996) each is not only a student but is also a child of God full of life deserving dignity respect lovable and loving… my curriculum says that they need to write well to deliberate well to know/tell their story well to have ideas to give them…Shape Sentence…Paragraph…to be equipped for? whatever they choose and my curriculum is that literature is life and difficult and beautiful…i try to leave my joy of well crafted…Fiction Images…Poetry…Drama…Metaphor as a sort of aftertaste or echo which will linger or resound… someday Leaves Of Grass may be there shelved and mute yet so necessary and only the memory of a voice a passion a teacher who loved may linger just long enough that the book may be opened and a "barbaric yawp" sounded…sounded (Whitman,1973, p.96) above the voices of bang and blab or the quiet soft voice of a woman all in white nobody really invites only one to be two and so inspires… reverie. (Dickinson,1960)
there are larger issues
things proscribed or described required or banned politics is all about power and I fear power no matter who wields it. even me…the power in my voice and its passion can bring literature to life but it can also and has also Hurt Children and if I a lover of children choice freedom choice community justice choice and poetry can abuse my small power well…what of someone else? heck I've been hurt…been in a minority felt the fear felt the taunts and blows of a stronger majority… i teach to give children the power to withstand alone or to stand with others to survive the hurt to never hurt back (another curriculum I guess)
in my world there are so many voices…clamoring… demanding…so many things so many politics if you will of gender and race of culture and identity of marriage and family of judeo-christian values and yes neo-marxist critical pedagogy choices often at odds each claiming the words Freedom Justice Opportunity…they cannot all be right?
and so I guess
for this poem for this class i finally come to democracy…and some values of democracy (i grew up to believe/to dream that america was democracy…later I came to hear Langston Hughes playing the" boogie-woogie rumble of a dream deferred") (1990, p.221) Freedom Respect Justice Opportunity Deliberation Responsibility Choices
can I teach? can I grade? and be democratic? i think so? maybe? i can " facilitate democratic behavior" (Wile, 2000 p.171) and begin with choice with multiple ways to manifest learning: (Gardner, 1993) drawings and dances designs and drama music and lyric and i can hope for Voice (Keeson 1999) (demonstrate mine to encourage theirs) so necessary for growth of Story for Nurture (Kerr, 1996) Nurturing Sharing to nurture the Voices to listen to their Stories to share the Power to earn which involves Choice inspires Voice results in Reflection (Gardner, 1996) Nurtures " learning community" (Meier, 1993, p.180)) which is Authentic to their lived in world Equipping " for later experiences of a deep more expansive quality" (Dewey, 1938, p.47) " providing what they need to become willing able active participants in a Democratic society"(Wile, 2000, p. 172). tis a consummation devoutly to be wished
Dagget,W. (Fall 2000). The technology of 2005-what it means for schools. Model school news. Vol. IV. 1.
Dewey, J. (1997). Experience and education. New York: Touchstone.
Dickinson, Emily (1960). The complete poems of Emily Dickenson. Boston: Little Brown and Co.
Frien, M. (1998). Strange bedfellows?: Critical curriculum theory and the analysis of concepts in education. In: Philosophy of education yearbook 1998 online. Available:www.ed.uiuc.edu/EPS/PES-Yearbook/1998. (Oct.10.2000)
Gardner, H. (1993). Multiple intelligences: The theory in practice. A reader. New York: Basic Books.
Glasser, W. (1990). The quality school: Managing students without coercion. New York: Harper and Row.
Huebner, D. (1977). Toward a political economy of curriculum and human development. In A. Molnar and J. Zahorik (Eds.), Curriculum theory (pp92-107) Washington: ASCD.
Hughes L. (1990). "Dream boogie". Selected poems of Langston Hughes. (p.221). New York: Vintage.
Hutchinson, J. (1998). Authentic to what? Educative growth and life-worlds. In Philosophy of education yearbook 1998 (online). Available: www.ed.uiuc.edu/EPS/PES-Yearbook/1998. (Oct.10.2000)
Keeson, K. (1999). Toward a curriculum of mythopoetic meaning. In J. Henderson and K. Keeson (Eds.), Understanding democratic curriculum leadership (pp.84-105). New York: Teachers College Press.
Kerr, D. (1996). Democracy, nurturance and community. In R.Soder (Ed.), Democracy Education and the schools (37-68). San Francisco: Jossey-Bass.
Mabry, L. (May 1999). Writing to the rubric: Lingering effects of traditional standardized testing on direct writing assessment. Phi beta Kappan.
McIntosh P. (July/August 1989). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 1998. 10-12.
Meier, D. (1993). Critical Pedagogy. In M. Williams (Ed.), Education, opposing viewpoints (pp.178-185). San Diego: Greenhaven Press.
Parmental, M. (1998). What is it like to be a deliberative democrat? In Philosophy of education yearbook 1998 (online). Available: www.ed.uiuc.edu/EPS/PES-Yearbook/1998. (Oct.10.2000).
Steensma, G., & VanBrummelen, H. (1977). Norms and directives for Christian education.In G. Steensma, H. VanBrummelen (Eds.), Shaping school curriculum: A biblical view (pp. 15-20). Terre Haute: Signal.
Stout-Henning, M. (1994). Responsive Assessment: A new way of thinking about learning. San Francisco: Jossey-Bass.
Whitman, W. "Song of Myself". In M. Van Doren (ed.), The Portable Walt Whitman (1973). New York: Viking.
Wile, J. (July/August 2000). A literacy lesson in democracy. The social studies teacher 91no.4, 170-177.
Ubbelohde, R. (1977). A neoconservative approach in curriculum. In A. Molnar, J.Zahorik (Eds.), Curriculum Theory (pp22-34). Washington DC: ASCD.Return to the Journal of Pedagogy, Pluralism and Practice Main Page
Journal of Pedagogy, Pluralism and Practice Main Page
Fall 2000 and Spring 2001 Issue Main Page
Peter R. Grahame and Kamini Maraj Grahame - Official Knowledge and the Relations of Ruling
Cheryl A. Smith - If You Only Knew
Carol Bearse - Review of Negotiating Identities and Borderlands
Carol V. Lloyd - Teachers' Muted Voices
Lisa Suhair Majaj - 50 Years On/Stones in an Unfinished Wall
Lisa Suhair Majaj - Claims Poetry
Peter Breysse - Democracy
2014 Fall (Special Issue)
2004 Spring and Fall
2000 Fall/2001 Spring
The Journal of Pedagogy, Pluralism and Practice
For submissions, general queries, or for more information contact the Executive Editor at email@example.com
Note: All submissions must use APA.
Explore the full content catalog of Lesley's Journal of Pedagogy, Pluralism and Practice, featuring articles by leading faculty and practitioners in education, the social sciences, humanities, and the arts, by returning to the Journal's Main Page