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. . . . .