The Queer Curriculum: Difference between revisions
Created page with "Queering the Curriculum Queering the curriculum came about as a result of a few ideas that came together, discussions with the museum education coordinators. Book clubs that led to more expansive thinking about education to name a few: camp grounds, crispr and genitals, fairytales and (a bit on the nose but) queering the curriculum. Although a bit outdated now the curriculum idea has been distributed to over 300 teachers and presented to many more as a framework for di..." |
No edit summary |
||
| Line 94: | Line 94: | ||
Conclusion: | Conclusion: | ||
In conclusion, the notion of queering the curriculum is a complex topic that requires an enhanced degree of questioning the status quo and what is considered to be “normal”. This can serve as a vehicle to overcome the idea of the curriculum as control, to help students feel as though they belong or to genuinely invest in the student voice and allowing them to drive change within the curriculum. This idea is both an imperative and an opportunity to provide a more diverse curriculum in which we acknowledge the presence of teacher bias and perspective, This model also rejects the idea of tolerance as a helpful tool in queering and advocates for a more radical approach. Queering the curriculum can also be used as a model to develop more critical thinking skills in schools. I can also however acknowledge the difficulties of embodying this model, beginning with parental rejection and enhanced by the strength of the status quo and the idea that this project will indeed fail to enact any meaningful lasting change.
I will end on a more positive note however and say that I believe the model I have submitted along with this paper can provide the beginnings of a roadmap to enhanced inclusion in the curriculum. | In conclusion, the notion of queering the curriculum is a complex topic that requires an enhanced degree of questioning the status quo and what is considered to be “normal”. This can serve as a vehicle to overcome the idea of the curriculum as control, to help students feel as though they belong or to genuinely invest in the student voice and allowing them to drive change within the curriculum. This idea is both an imperative and an opportunity to provide a more diverse curriculum in which we acknowledge the presence of teacher bias and perspective, This model also rejects the idea of tolerance as a helpful tool in queering and advocates for a more radical approach. Queering the curriculum can also be used as a model to develop more critical thinking skills in schools. I can also however acknowledge the difficulties of embodying this model, beginning with parental rejection and enhanced by the strength of the status quo and the idea that this project will indeed fail to enact any meaningful lasting change.
I will end on a more positive note however and say that I believe the model I have submitted along with this paper can provide the beginnings of a roadmap to enhanced inclusion in the curriculum. | ||
<ref>'''Bibliography''' | |||
''3E00EI94-3003: Types of curriculum—Group 3''. (n.d.). Retrieved 15 December 2021, from <nowiki>https://moodle.tuni.fi/mod/forum/discuss.php?d=440897</nowiki> | |||
''168094c8f5.pdf''. (n.d.). Retrieved 15 December 2021, from <nowiki>https://rm.coe.int/fifth-report-on-the-netherlands-dutch-translation-/168094c8f5</nowiki> | |||
Author Interview: Jan Masschelein and Maarten Simons. (n.d.). ''Philosophy of Education Society of Great Britain''. Retrieved 2 December 2021, from <nowiki>https://www.philosophy-of-education.org/author-interviews/author-interview-jan-masschelein-and-maarten-simons/</nowiki> | |||
Bates, T. (2020, October 23). ''What is the difference between competencies, skills and learning outcomes – and does it matter? | Tony Bates''. <nowiki>https://www.tonybates.ca/2020/10/22/what-is-the-difference-between-competencies-skills-and-learning-outcomes-and-does-it-matter/</nowiki> | |||
Carpenter, V., & Lee, D. (2010). Teacher education and the hidden curriculum of heteronormativity. ''Curriculum Matters'', ''6'', 99–119. <nowiki>https://doi.org/10.18296/cm.0117</nowiki> | |||
Connelly, F. M., He, M. F., & Phillion, J. (2007). ''The SAGE Handbook of Curriculum and Instruction''. SAGE Publications. <nowiki>http://ebookcentral.proquest.com/lib/tampere/detail.action?docID=996458</nowiki> | |||
ContraPoints. (2021, January 26). ''J.K. Rowling | ContraPoints''. <nowiki>https://www.youtube.com/watch?v=7gDKbT_l2us</nowiki> | |||
''Course: 3E00EI94-3003 Curriculum Design and Implementation''. (n.d.). Retrieved 15 December 2021, from <nowiki>https://moodle.tuni.fi/course/view.php?id=23690</nowiki> | |||
Difference Between Syllabus and Curriculum (with Comparison Chart). (2015, November 23). ''Key Differences''. <nowiki>https://keydifferences.com/difference-between-syllabus-and-curriculum.html</nowiki> | |||
''Education system France''. (2011). 17. | |||
''Full article: Presence in teaching''. (n.d.). Retrieved 9 November 2021, from <nowiki>https://www.tandfonline.com/doi/full/10.1080/13450600500467548</nowiki> | |||
''Home''. (n.d.). Gert Biesta. Retrieved 9 November 2021, from <nowiki>https://www.gertbiesta.com</nowiki> | |||
Martínez-Andrés, M., Bartolomé-Gutiérrez, R., Rodríguez-Martín, B., Pardo-Guijarro, M. J., & Martínez-Vizcaíno, V. (2017). “Football is a boys’ game”: Children’s perceptions about barriers for physical activity during recess time. ''International Journal of Qualitative Studies on Health and Well-Being'', ''12''(1), 1379338. <nowiki>https://doi.org/10.1080/17482631.2017.1379338</nowiki> | |||
Palfrey, J. (2017). ''Safe Spaces, Brave Spaces: Diversity and Free Expression in Education''. <nowiki>https://doi.org/10.7551/mitpress/11245.001.0001</nowiki> | |||
Shor, I. (1993). EDUCATION IS POLITICS. In P. McLaren & P. Leonard (Eds.), ''PAULO FREIRE'' (pp. 25–35). Taylor & Francis. <nowiki>https://doi.org/10.4324/9780203420263_chapter_2</nowiki> | |||
The Guide to Student Voice by Adam Fletcher. (2013, September 12). ''Adam F.C. Fletcher''. <nowiki>https://adamfletcher.net/books/the-guide-to-student-voice/</nowiki> | |||
''The need for a values-based university curriculum''. (n.d.). University World News. Retrieved 16 December 2021, from <nowiki>https://www.universityworldnews.com/post.php?story=2019092415204357</nowiki> | |||
''The SAGE Handbook of Curriculum and Instruction—Tampere University Foundation''. (n.d.). Retrieved 9 November 2021, from <nowiki>https://andor.tuni.fi/discovery/fulldisplay/cdi_credo_entries_12699401/358FIN_TAMPO:VU1</nowiki> | |||
''Transgender Trend—Who Are We?'' (n.d.). Transgender Trend. Retrieved 15 December 2021, from <nowiki>https://www.transgendertrend.com/</nowiki> | |||
Treisman, R. (2021, October 19). This floppy 13-year-old pug can tell you what kind of day you’re going to have. ''NPR''. <nowiki>https://www.npr.org/2021/10/19/1047302978/noodles-pug-bones-no-bones-day-tiktok-mood-prediction</nowiki> | |||
types of curriculum—Detailed explanations of the mutiple types of curriculm. (n.d.). ''The Second Principle''. Retrieved 30 November 2021, from <nowiki>https://thesecondprinciple.com/instructional-design/types-of-curriculum/</nowiki> | |||
''What is curriculum? Exploring theory and practice – infed.org:'' (n.d.). Retrieved 9 November 2021, from <nowiki>https://infed.org/mobi/curriculum-theory-and-practice/</nowiki> | |||
''What is education? A definition and discussion – infed.org:'' (n.d.). Retrieved 9 November 2021, from <nowiki>https://infed.org/mobi/what-is-education-a-definition-and-discussion/</nowiki> | |||
''What is pedagogy? A definition and discussion – infed.org:'' (n.d.). Retrieved 30 November 2021, from <nowiki>https://infed.org/mobi/what-is-pedagogy/</nowiki> | |||
Williamson, B. (2019, November 20). Platform teachers. ''Code Acts in Education''. <nowiki>https://codeactsineducation.wordpress.com/2019/11/20/platform-teachers/</nowiki></ref> | |||
 |  | ||
[[File:Toolkit working doc.docx.pdf|thumb]] | [[File:Toolkit working doc.docx.pdf|thumb]] | ||