Sleeter

[[image:sleeter.jpg width="223" height="224" caption="C. Sleeter"]]
= = =Chapter 1=

Standards, Multicultural Education and Central Curriculum Questions
Sleeter Notes Chapter 1 Standards, Multicultural Education and Central Curriculum Questions
 * Standards and diverse funds of Knowledge
 * Central Curriculum Questions
 * What purposes
 * How should knowledge be selected and who selects it
 * What is the nature and the relationship of students and learning
 * How should curriculum and learning be evaluated and who is accountable
 * The Multicultural Movements and Curriculum
 * Civil rights
 * Woman’s rights
 * Mainstreaming Movement
 * Second Language Learners
 * How Multicultural Movement addresses 4 questions:
 * //What purposes//- **Social improvement – in those whose lives are marginalized.**
 * //How should knowledge be selected and who selects it// **– Opening up who gets to decide what knowledge is chosen and who selects it; opened up diverse areas of knowledge and research**
 * //What is the nature and the relationship of students and learning// **– Challenges deficit perspectives of historically marginalized communities and how kids learn**
 * //How should curriculum and learning be evaluated and who is accountable// – **Have given communities (marginalized communities) the accountability for their students**
 * The Standards Movement and Curriculum
 * Not new – cycle through history; Cubberley
 * Reform – //A Nation at Risk// (1983)
 * 90’s – multiculturalism hurting schools; national curriculum and standards
 * NCLB – 2001
 * How Standards Movement addresses 4 Questions:
 * //What purposes//- **Business community and conservatives have defined what is normal; main purpose make U.S. more competitive globally; lesser goal – all same language, etc.**
 * //How should knowledge be selected and who selects it// **– Consensus at state level by experts**
 * //What is the nature and the relationship of students and learning// **– Children are empty vessels with knowledge to be filled; content/state standards used (except reading strategies)**
 * //How should curriculum and learning be evaluated and who is accountable// – **Standardized tests given; schools and teachers held accountable**
 * Framework of Multicultural Curriculum Design

Intellectual Knowledge ||
 * Transformative


 * Classroom Resources ||

Big Idea ||
 * Concept,

Community ||
 * Students and

Challenge ||
 * Academic

Ideology ||
 * Teacher’s


 * Assessment ||

=﻿Chapter 2=

Teachers' Beliefs About Knowledge

 * Teachers’ beliefs
 * Teachers reflect on their Trabeliefs
 * Ideology**: beliefs, perspectives, how we grew up


 * Epistemology**: how we know what we know
 * Self examination to action – using ideologies and epistemologies

=﻿Chapter 3=

Designing Curriculum Around Big Ideas
Using Wiggins and McTighe and //Understanding by Design//

Chapter 5
Transformative Intellectual Knowledge and Curriculum //Transformative Intellectual Knowledge (p. 83)// 1 Serves as an umbrella term for bodies of knowledge that have been historically marginalized, or subjugated. 2 Draws attention to understandings that challenge mainstream assumptions that reenvision the world in ways that would benefit historically oppressed communities and support justice. 3 Highlights the work of intellectuals... who have training in basing conclusions on evidence and in judging evidence on which claims rest.

Chapter 6 Students as Curriculum
(p. 106.) ...planning curriculum to connect students' community-based knowledge with academic knowledge and to enable students to learn from each other.
 * Interview students and community members to find out what their knowledge base is.
 * Tour the community with students to find out what the student perspective is.