Apple and Slattery Dialogue

If Apple and Slattery were to sit down and discuss curriculum and education, I imagine it would be a very insightful and thought provoking conversation.

Both of these scholars explore the contemporary issues we face in the field of education - both want to see a change to schools and education in some way or another. I imagine Apple would focus on the most current issues and debates in education. Slattery would probably speak more on the post modern era and the historical aspect of these issues. I am not sure if these two men would agree or disagree more often than not.

However, with that being said, from our readings and discussions; I believe that both of their ideas would overlap in some ways. The idea of accountability and what and how teachers teach would be a major theme within the discussion. Apple's concept of conservative modernization has transformed the ideas surrounding schools and he discusses that in chapter three of his book. He would speak to Slattery of reflections - i.e. looking at the traditional approaches in schools and how much has changed and/or what needs to be changed still. Slattery would speak more of currere and the post modern perspective - i.e. school's curriculum is in an essence currere - basically an interpretation of lived experiences rather than a constant course of studies or classes to be completed.

Both Apple and Slattery would be open to discussing controversial issues like religion in schools, academic freedom, and the gender roles (gays, lesbians, etc) within schools today - I don't see them being uncomfortable with these topics since both are willing to bring these types of things up within their own books.

A dialogue between these two men could perhaps guide us current educators into a new way of thinking along with potentially gaining new perspectives about our role in the realm of education.

Slattery's Book: Chapters 2 & 3

I teach all subject areas: math, science, social studies, religion, language arts (includes grammar, phonics, and handwriting,) reading, art, and p.e. I currently use a variety of textbooks and teacher resources in my lessons. The textbooks I use include the following:
Scott Foresman Social Studies
Zaner Bloser Strategies for Writers
Concordia Publishing House - Religion
Houghton Mifflin Reading and Math series
Scott Foresman D'Nealian Handwriting
Arts Attack
McMillen/McGraw Hill Health and Ohio Science

Besides textbooks and workbooks, I also use hands on activities, manipulative's, and Smart board lessons and games - my students do not sit at their desk all day.

A few specific things I am currently teaching at the moment include: Native Americans, Presidents & the Symbols of our country, symmetry, natural resources, etc, etc.

As I reflected on the questions regarding Slattery's beginning chapters, I kept coming back to pg. 42 and the discussion of curriculum materials that "promote critical thinking." I sway back and forth between allowing my students to interpret a particular topic, or from being told this is the correct answer and that's it. Some material needs that and other things don't. I guess I never really thought of this until it was brought up in the reading. For example, in journal writing my students are allowed to take the topic or writing prompt and create it their own; i.e. with their own way of thinking. No two journal entries are alike. But then with Social Studies, I am teaching history and key vocabulary terms in the way the curriculum states because that is how it will appear on the chapter test. Is one way of critical thinking better than the next? Is it important to establish boundaries around thinking in particular situations as Slattery suggests?

Now on to Pinar and the practice of currere - it means to "run." So that leads to the word curriculum, which can be identified as an activity. As he points out in chapter 3, pg.64, " we should begin with our individual experiences and then make broader connections." I understand this statement, but how can I bring this to the surface in the way I teach? Can I help my students achieve what Pinar and Slattery suggest? I am still not clear on what this means, and as we discuss in class and read on further, maybe I will gain a better understanding.

Apple's Book: Chapter 2

One sentence really stuck with me in chapter 2 of Apple's book. "Education is a site of struggle and compromises" (pg. 30). I am sure all of us who are educators can probably relate to this. I know for me personally, I have dealt with struggle - from working at a school who was short money for payroll, to families who have disagreed or ingored my interests/handling of their student, etc. In the three short years I have been teaching, I have had struggles. But yet, I have also been victorious and have seen compromises - i.e. the way teachers put aside their differences for the good of the school or in the best interest of a student. The examples are endless - and we have all had our share.

Besides the quote from Apple mentioned above, there were many things in this chapter which interested me. I found it helpful that Apple further explained neoliberals, neoconservatists, and authoritarian populists. I am beginning to make a little more sense of all these groups and their viewpoints. I hope as I read further, perhaps classify myself as one of the above - or see if I fit in one group better than the next. Or perhaps I am a little of each in my beliefs and viewings.

Lastly, I would just like to mention Apple's introduction of this chapter - "Our educational institutions are seen as total failures" (pg. 29). I am not sure if I agree with this or not. I understand that some schools are in distress with students failing, levies not passing, etc. But surely there are some wonderful, successful schools out there? Really is the whole educational system seen as a failure? I happen to think the school I work at is great - sure enrollment is down, but no one goes walking around the hallway saying we have failed. We look at the positive, our strengths, and accomplishments instead. I just hope not all educators feel this sense of doom and failure. How can we spin this around and show people the good of schools? This last question may spark debate among some or many may be doubtful of this considering the state of our country right now. And that's where I shall end . . . . throwing my thoughts and opinions out into the open for others to consider. . . . .

Apple's Book: Chapter 1

What struck me as interesting in this first chapter, was that a large portion of Apple's discussion was based around politics and religion. It is as if these are the two principles which underlie education and as a result, dictate how one should be taught and what we should be teaching. I found it ironic when now there is the issue of the "seperation of church and state" (pg. 19-20). This wasn't always the case - when schools were first started, many taught lessons from the Bible and based their teaching around Godly thoughts and ideas. Now, public schools can not even discuss God or religious ideas unless it is part of a historical text. There are no prayers, religion classes, chapel services, etc. If you want those things, then students can or will attend private schools. However, with the rise of tuition costs and the economic hardships that families face, enrollment has decreased in private schools.

At the beginning of Apple's chapter, I found I could relate to his introduction - the idea that many people today are talking about education whether casually or in a heated argument/debate. There are many education movements out there and as Apple said, "All these movements are swirling around simultaneously. Each has "the" answer, if only we would follow them. I want to stop the swirl for a little while in order to make sense of them" (pg.2-3). Exactly which IS the right way to educate? Or are there many right ways? I hope to find this out as we explore the book further.

Class Survey

Here is a little bit about myself:

1. Katelyn Koliha, Brunswick, OH (where I live) and I grew up in Cleveland, OH. My email address is kkoliha08@jcu.edu

2. I go by the name Katelyn.

3. I attended John Carroll University for undergrad and earned my Bachelor's in Early Childhood Education. I have my 5 year professional license for Preschool through 3rd grade along with my Reading Endorsement K-12. Last year I took classes here at JCU and earned my endorsement for 4th and 5th grade as well. I am in the Master's of Education program here and am in the Professional Teacher sequence.

I taught full day for Kindergarten at St. Mark Lutheran in Brunswick and this year I am the first grade teacher at Messiah Lutheran in Fairview Park. This is my third year of teaching.

4. Some things that I am intersted in/"hobbies" of mine include taking photos and scrapbooking, watching and collecting old movies from the 1930s' and 40's including Fred Astaire, Gene Kelly, and Ginger Rogers. I danced for 15 years: tap, ballet, jazz, pointe and it is something that I really love and miss doing. I particpated in Tap O'Mania in New York when I was younger and got to tap dance on 42nd street, and in high school, I took part in a workshop at Playhouse Square with Radio City Rockettes.

5. For me to feel comfortable in a classroom, it needs to be a welcoming environment, i.e. students are accepting of one another - that way I am willing to raise my hand and take risks with my answers and opinions.

6. As a student, I am responsible, I am organized and finish work in a timely manner, I do participate in class, and if I do not understand something I am learning, I read over the material several times, perhaps making flashcards or review sheets. If that doesn't work, I will ask the professor or teacher.

7. I live in Brunswick, work in Fairview, so I do a lot of driving between home, work, and John Carroll.

8. The memories I have of being a student include really great teachers who I hope to be like as I gain more experience in the field.

9. I don't deal with the many issues that teachers in the public school are facing right now. I teach in a private school so I am not always "up" or know of the current issues. I am however at a school where we are marketing ourselves and doing a lot of PR to boost enrollment.

10. For this class, I do like to blog because others bring up points that I may not have thought of or I begin to think about a topic in a different way. I do not like just straight lecture - I like having a visual such as a powerpoint for example. I would like to know more about this whole idea of curriculum, how do schools pick what they use, and how is it going to change for an ever advancing, technological society?

11. This is the 4th class I have had with Dr. Shutkin, so I do not have any questions to ask. I am familiar with how he sets up and runs his classes.