Making Freedom Move(s): Hip Hop Knowledges, Pedagogies, and Futures

Alim, H. Samy; Wong, Casey Philip; Chang, John T.

doi:10.1525/9780520382817-003

Cited by 1 publication

(2 citation statements)

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“…An important implication is that the canon, what every student is expected to read, needs to include authors and stories that speak to the perspectives of multiple lived experiences. Rather than the canon focusing on specific texts (traditionally chosen from a White cultural perspective, and more recently with a few other texts added), the canon should value a variety of cultural perspectives (Alim, 2009;Lee, 2002). There's no need, we believe, for every student to read and examine exactly the same works.…”

Section: Building Pluralistic School Culturesmentioning

confidence: 99%

“…Una implicación importante es que el canon, lo que todos los estudiantes tienen que leer, debería incluir autores e historias que incluyan las perspectivas de las múltiples experiencias vividas. En lugar de un canon centrado en ciertos textos concretos (elegidos tradicionalmente desde la perspectiva cultural del hombre blanco y, más recientemente, con algunos textos más), el canon debería valorar una mayor diversidad de perspectivas culturales (Alim, 2009;Lee, 2002). No es necesario, en nuestra opinión, que todos los estudiantes lean y analicen exactamente las mismas obras.…”

Section: Creación De Culturas Escolares Pluralesunclassified

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Imagining and designing the future of education: a critical review of Allan Collins’ What’s Worth Teaching: Rethinking Curriculum in the Age of Technology (Imaginando y diseñando el futuro de la educación: una revisión crítica del libro de Allan Collins ¿Qué Merece la Pena Enseñar? Repensar el Currículum en la Era de la Tecnología)

Kolodner

Morales

2022

Journal for the Study of Education and Development: Infancia y

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Thoughtful pedagogues have long taken approaches to school reform that foreground an emphasis on learning that will matter in the lives of the students while taking into account the varying special interests and capabilities of learners. Some of these approaches prioritize the social and emotional needs of children, rethinking school discipline and the whole child, while others focus on curriculum units that target global problems and a strengthening of twenty-first-century skills. Allan Collins, in his book What's Worth Teaching: Rethinking Curriculum in the Age of Technology, speaks to many of the issues that need to be addressed to make education more engaging and focused on what will be important for our youth to thrive as adults. In this Prospectives piece, we take a step towards continuing that conversation. We summarize Collins' suggestions and reframe them in the context of the inequalities present in our school systems and societies. We propose important aspects of school culture that, we believe, will be essential if we are to support youth in identifying and working with others to create societal change. After an overview of Collins' organizing framework, we point out what we believe must be addressed to allow successful design of educational systems that will help all youth develop their potential and sense of place and purpose in wider society. RESUMENHace tiempo que los pedagogos reflexivos han adoptado perspectivas en torno a que la reforma escolar ponga el énfasis en que el aprendizaje sea relevante en las vidas de los estudiantes y, al mismo tiempo, tenga en cuenta los distintos intereses y ARTICLE HISTORY

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