Woodsonian Curriculum Theory

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Woodsonian Curriculum Theory by Mind Map: Woodsonian Curriculum Theory

1. The context of the diaspora in page 106, as a Latino student, is interesting for me because I have seen how important the Diaspora is to Puerto Rican culture and to the culture created in Chicago and New York. The concept that there is an African Diaspora that should be celebrated is important to acknowledge if we are to continue to explore other cultures and celebrate other cultures in the United States of America. In order to celebrate cultures we must make them relevant to the lives of students, thus making the second part of Woodson's curriculum as important as this third. If it is not relevant to students, then it will become irrelevant to society.

2. p. 103 - Woodson considered curriculum to promote ideas of inferiority, but he also believed that through a comprehensive process that involved historical, curricular, and pedagogical reform that what is taught in the classroom can change the "meanings of Blackness" in the schools p. 106.                                             "Those who have no record of what their forebears have accomplished lose the inspiration which comes from the teaching of biography and history." Carter G. Woodson  http://www.naacp.org/pages/naacp-history-Carter-G.-Woodson

3. Context Matters

3.1. Being bent toward the Otherness of those with disabilities, I can see myself borrowing Woodson’s ideas of humanness and joining his “[persistent challenge of] the dominant discourses of contempt and pity directed toward African Americans” (p. 93) while adding to it those sentiments directed toward those with disabilities. Like the African Diaspora, so to is it important for those with disabilities to learn of the history of possibility for those in similar shoes – like Alexander Graham Bell’s learning disability (see more at http://hcdg.org/famous.htm).

3.2. p. 106. What should teachers teach? This was "contingent on the cultural and racial context of the students in the classroom." Teach to challenge the misinformation (or lack of information) that was in the traditional schooling context.

3.2.1. p. 107 - It is not only about what teachers should teach; it is also about what they know. Their own knowledge and understanding will have a huge impact on what and how they teach. Teachers must have a strong understanding of black history.

3.3. p. 100.  The authors argue that Woodson's ideas about culture "present a more global appeal for the theorization of culture".  Culture is contextually specific.  "Woodson's scholarship promoted the idea that cultures endure even if they are not acknowledged." Woodson was a first to understand cultural relevance.

3.4. p. 78 "'Woodson's ideas and work are mostly cited in journals that focus exclusively on issues related to African Americans"

3.5. p. 80 - Black history at the time typically perpetuated beliefs about class differences, but Woodson believed it should be taught in a more positive context that makes it relevant to the students and to the black community.

4. Deconstructing Dualisms (either/or)

4.1. Through the “mis-education of the Negro,” Woodson recognized the limits of the either/or curriculums that Washington and DuBois debated. Our text states, “First, he found that industrialized education did not provide the African American with the practical tools to gain employment. Second, he argued that classical education could only amount to ‘mental discipline’ because of the limited opportunities given to African Americans outside of industries of labor” (p. 79).

4.2. p. 79 Woodson argued that "mis-education" created the conditions for the "educated Negro" to no longer be committed to the needs of African Americans.

4.3. p. 110 "the work of communities to rethink and reform curriculum must come from local spaces that coalesce around their issues of curriculum and find multiple spaces to study, publish, and disseminate new knowledge."  Woodson believed that White institutions were (and still are) telling the wrong story.

4.4. Page 80 there is a deconstruction of the used curriculum when criticizing the hidden curriculum and how it "reproduces African American students educational and social conditions" that results in internalizing the negative beliefs that are being furthered by society.

4.5. p. 79 - Woodson wanted to examine the history of black people, but he did not want to do so in a way that was both accurate and without exaggeration.

4.6. p. 83 - Woodson's own life was dualistic in nature in that his parents were former slaves, which formed part of his background, but he had the privilege of an education, which was not afforded to many African Americans at the time.

4.7. p. 98 - African Americans knew very little about their own history, and much of what they did know produced beliefs about their own inferiority.

5. Praxis

5.1. I greatly appreciate that Woodson noted, “In curriculum studies there is a rather significant gulf between the process of critical curricular analysis and what is possible in schools” (p. 103). This pragmatic thinking lead to his solution of the need for “counter-hegemonic spaces to rethink and redefine the existing racial narratives” (p. 103).

5.2. p. 107.  To be a Black teacher is not enough. "The teacher had to possess an in-depth understanding of Black history and an ideological perspective taken to the teaching concerned with the transformation of African American students."

5.3. p. 107 "Teacher was the example of what the student should become" which is amply described in page 106 "to challenge ideas, theories, histories, silences, that existed in the traditional schooling context" and society

5.4. p. 108    1. Teaching black history through a scientific process  - using reliable historical scholarship.   2.  Relevant to the lives of black students.  3. Emphasize the importance of the African descent....known as "African Diaspora"    A three-part framework

5.5. p. 94 - Woodson focused much of his efforts on "producing new knowledge" and the "dissemination of knowledge." It was not only about researching black history, it was also about producing writing that was accessible and getting it to teachers, students, and the general population.

6. p. 109  Woodson's work was one of focus in that he analyzed the "systematic problems" involving African Americans in education and set out to "change the narrative" in what was being taught, how it was being taught, and by whom.

7. p. 106 What was taught had to change in the classrooms.  "The teaching of Black history and the cultural, political, creative accomplishments of African Americans is vital" and needs to be done by teachers who possessed the "knowledge needed to carry out the curriculum".

8. p. 79 - Woodson supported the idea of black history but did not support teaching in a way that perpetuated the idea of black inferiority.

9. p. 83 - Teach black history in a broader context would help black people to, "overcome the overt and hidden hand of racial oppression." p. 85 - "Miseducation" leads to a lack of freedom even when one is technically free.

10. p. 92-94 - Woodson believed in the idea that in order for African American history to be taught effectively, it should be viewed through three lenses: 1. African history (especially ancient history) and how it related to the Western world  2. Black contributions to the history of the United States 3. "The inhumanity of scientific racism and minstrelsy"

11. p. 102 - Woodson, "understood that culture is fluid."

12. p. 102 - "This crusade is much more important that the anti-lynching movement, because there would be no lynching if it did not start in the schoolroom." The way that history is taught in the classroom will either break the cycle of oppression or stop it.

13. p. 103 Curriculum is not neutral.