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The Role of Curriculum in Urban Education

Critical Content & Knowledge in Teaching Urban Learners. The Role of Curriculum in Urban Education. UTP Statement on Content/Curriculum.

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The Role of Curriculum in Urban Education

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  1. Critical Content & Knowledge in Teaching Urban Learners The Role of Curriculum in Urban Education

  2. UTP Statement on Content/Curriculum • the UTP Theoretical Framework includes the importance of knowing what one is teaching. The UTP expects teacher candidates to know the content well enough to integrate their general, content and pedagogical studies and make interdisciplinary learning experiences for the urban learners in their classrooms. • Furthermore, as stated above in summarizing the research of Ladson-Billings (1994), one of the core elements of culturally relevant pedagogy is the development of a sociopolitical or critical consciousness where teachers help students recognize, critique, and change social inequities as advocated earlier by Freire (1974, 1972). • The UTP prepares teachers to shape curriculum that represent histories, lifestyles, and contributions of ethnic groups often in the urban classroom, create knowledge and grapple with critical questions, and foster not only awareness but acceptance of cultural differences. • Research (Delpit, 2006; Hefflin, 2002; Ladson-Billings, 1994) suggests that as a result, teacher and learner gain knowledge beyond what most texts offer. If urban teachers do not understand the importance of culture, race, family, community, and varied learning styles, then problems and failure co-exist.

  3. Elements of Urban Education Curriculum • Content competency • Interdisciplinary learning experiences • Development of a sociopolitical—critical—consciousness • Help students to recognize, critique, and change social inequities • Teachers who can shape curriculum to represent the histories, lifestyles, and contributions of the students and communities represented in urban classrooms • Examine and understand cultural differences in worldviews, histories, knowledge, and beliefs • The ability to gain know beyond what most texts offer.

  4. Activity • Using your subject area, identify 3 items (texts, stories, sociopolitical narratives, concepts) to share with the rest of the class • Be prepared to discuss the material you choose as to how they can be used to implement these “Elements of Urban Education Curriculum” • Bring typed notes on your reflections (submit after class to me)

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