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Responsive Curriculums

prerna_srigyan
  • The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

  • I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

  • Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

  • A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

  • National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

  • National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

  • Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students 

What were the methods, tools and/or data used to produce the claims or arguments made in the article or report?

annlejan7

This text builds from earlier conceptions of the term “land dispossession” and “land grab”. As defined by the 2011 International Land Coalition, land grabbing specifically refers to large scale land acquisitions that are “ in violation of human rights, without prior consent of the preexisting land users, and with no consideration of social and environmental impacts”. Characterization of land grabs and their resulting harms most commonly considers the effect of physical displacement and harms within the articulated “grabbed” area (Nyantakyi-Frimpong, 2017;Ogwand, 2018;  huaserman, 2018). Li and Pan seek to expand the frame of analysis for land grabs beyond the site of grabbed land to consider the full extent of harms associated with land grabs both geographically (via pollution spillover to areas outside of “grabbed land”) and temporally (via latent “expulsion by pollution). 

 

What two (or more) quotes capture the message of the article or report?

annlejan7

 “While the villagers are not passive victims and have adopted various resistance strategies, the space for them to struggle and achieve success is confined and shaped by the existing power asymmetry in which local villagers, capital and local government are embedded.”  (Li and Pan, 2021, p 418). 

 

“...this framing of land dispossession is problematic in two aspects. Firstly, it obscures an invisible form of land dispossession in which people still maintain control of their land but its use value is damaged by pollution. This kind of indirect land dispossession could lead to expulsion, not due to the direct loss of control over land but by it being rendered useless by pollution.” Li and Pan, 2021, p 409). 

 

What are the main findings or arguments presented in the article?

annlejan7

 This text employs a case study approach to characterize how villagers in a village in China have been displaced “in-place” as a result of new industrial activities within the area  (all specific details have been hidden within the publication, wherein the names of villager groups and the site of study itself is referenced only by coded letters). The scale of analysis primarily centers at the village level, though analysis of the case study itself extends towards the country level specifically when analysis of state actors are involved. 

 

Who are the authors, where do they work, and what are their areas of expertise?

annlejan7

Authors Hua Li and Lu Pan are scholars from China. Li is  affiliated with the College of Humanities and Law at Taiyuan University of Technology, wherein her research focuses specifically on water politics, environmental justice, and rural development and agrarian change. Pan is affiliated with the College of Humanities and Development at China Agricultural University. Her research interests include marginalized communities, rural development, and agrarian change.

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joerene.aviles
Annotation of

Teach 3.11 was developed to serve students and general public. It allows the public to have more access to different books, teaching material, and research regarding disasters. The website was built in response to the Fukushima disaster of 2011, in order to provide "an educational space for understanding the history, memory, and context of social disasters" (Teach 3.11). The editorial team has members from different countries, reflecting the international collaboration that natural and nuclear disasters require. With it's availability in six different languages, public contribution and comments enabled on articles gives a global platform for discussion and sharing. They are currently accepting papers for their "Terms of Disaster" collection.

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harrison.leinweber
Annotation of

This system was built for academia worldwide to study the historical context behind technical and scientific issues related to large-scale disasters. They enhance the knowledge of scholars of where science and technology, history, and Asia meet. The site uses volunteers to translate various resources into English, Japanese, Korean, Bahasa Indonesia, and Chinese so many people can share in the knowledge that others have.

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harrison.leinweber
Annotation of
In response to

The data is presented much like on Twitter or Facebook with a timeline showing the most recent information first with a small exerpt of the article and the ability to click on a "read more" button to view the article in full.