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Well, draft one of my ethics application is finished. What this means is that I filled out an online form detailing the purpose and methodology behind my project, then uploaded all of the documents I created to execute the project-- consent forms, interview questions, survey questions, and informational sheets explaining everything to each party involved (principals, teachers, students, parents). If I had to put a number to it, I'd say I'm 75% done. It got a little confusing keeping track of what was on each consent form, trying to figure out what level of detail parents would need, what language students would understand, etc.
The biggest issue was/is that in order to write questions and informational letters, you have to know what it is you're attempting to do. In other words, you can't write what you haven't thought about. Or, I suppose you can reverse that and say you have to write in order to figure out what you're thinking about. I think the latter is particularly true for me. I write in order to think. So completing the ethics application, even a draft, makes me feel like I really accomplished something. I finally managed to get these amorphous ideas into language that someone else might be able to understand.
So, my project? Well, the New Zealand National Curriculum provides considerable autonomy to social science teachers. It does not outline topics that are required for teachers and the national assessments are written in a such a way that teachers may teach social science skills with almost any content, provided it is “of significance to New Zealanders.” To an outsider like me, this sounds like a dream. Teachers can teach in a culturally responsive, place-based, critical way! But... what do teachers actually do with this freedom? Do they take student identities into account? Do they consider their location within the country? Do they consider their obligations under the Treaty of Waitangi? Does this even cross their mind? How do they balance New Zealand issues with the rest of the world? Do they ask students for input? Are students aware enough to provide valuable input?
My project aims to explore these questions, namely how social science teachers make curriculum decisions, whether those decisions align with what students are interested in learning, and the extent to which student background is an element of curriculum design.
Social science classrooms are unique in their focus on civics and social action. However, they have often been used to promote national unity, rather than critical inquiry. This is problematic for all students, but particularly students of color, whose histories have often been left out of the curriculum. If the goal is teaching for social justice and equity, we need to make sure social science courses use inclusive curriculum so that all students see themselves reflected in what is being taught. I mean, how do we expect students to be engaged in class and to trust teachers if what they learn in school doesn't match with what their families teach them at home?
While places like the United States may not have as much curriculum flexibility as New Zealand, all teachers have to decide what is significant and where to provide emphasis in their social science curriculum. I've done it every year, no matter what state standards list I'm looking at. Thinking back on my own experience, overall I was given little guidance on building the curriculums I have taught. Some schools only gave me a textbook, implying this was the curriculum. In New York, I was given copies of old Regents exams, so I could see how students were going to be tested. At another school we built the curriculum together, which was fun and inspiring and taught me skills I used every place afterwards. Only one school actually had a "finished" curriculum to give me-- an actual outline of what content and skills to teach and how much time to spend on each unit. It even had a unifying theme!. I didn't love everything in it, but it was thoughtful, coherent, and responsive to the backgrounds of students at the school. It was something amazing to work from and if I had been around longer, I could have shaped it and made it my own. Over the years, I've grown accustomed to the freedom that comes with little support and I would be hesitant to work in a school who told me I was required to teach specific topics. But systemically, I can't imagine that this is a good answer. Teachers need support and need help in thinking through the issues inherent in designing a curriculum. Students don't have time to wait for a teacher to teach 10+ years and figure out how to make thoughtful curriculum decisions.
Really, what it boils down to: I want to listen to teachers and students so I can figure out ways to better support teachers as they tackle the yearly dilemma of what to teach.