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Responsive Curriculums

prerna_srigyan
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  • 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 

Essential Elements of High Road Training Partnerships

Yvonne
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1) Industry Led Problem Solving. This element stresses the importance of rethinking industry analyses in order to create quality jobs. Thinking as industry as a whole enables just transition planners to set industry boundries and lift as much of the industry onto the high road as possible. 

2) The Partnership Itself is a Priority. This category streeses the importance of leadership committment as well as problem-solving structure and culture building. 

3) Incorporate Worker Wisdom throughout Partnership Efforts. This component stresses the importance of valuing the industry workers' opinions and evaluations, and including them into the training process and partnerships. 

4) Industry-Driven Education and Training Solutions. This key element stresses the importance of coming up with appropriate an doable education methods. 

The 8 Parternships

Yvonne
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The California Workforce Development Board is cooperating with 8 other organizations as partnerships to implement just transition. 

The Shirley Ware Education Center (SWEC)

The West Oakland Job Resource Center (WOJRC)

Building Skills Partnership (BSP)

The Hospitality Training Academy (HTA)

Joint Workforce Investment (JWI)

The Port of Los Angeles (POLA)

Jewish Vocational Service (JVS)

Worker Education and Resource Center (WERC). 

Each organization is partnering with other different cooperations, institutes to implement the plan of just transitions according to the ECJ approach. 

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maryclare.crochiere
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Miriam Ticktin is an associate professor of anthropology at The New School for Social Research, as well as the Co-Director of Zolberg Institute for Migration and Mobility. This indicates that she writes this article from an anthropologic perspective rather than with a biological or political viewpoint.

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maryclare.crochiere
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Women in some countries are much more familiar and used to rape, in fact, they will openly answer questions about it in front of others. There is debate as to whether rape should be treated the same as other humanitarian efforts, or differently, as each way has benefits and drawbacks for the feminist movements and for humanitarian workers. This pushes humanitarianism to a stage with politics, world progress, and other changes. They only meant to help those in need, but by using their work to see where changes can be made, the world will hopefully be a better place.

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maryclare.crochiere
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"But more significantly, in addition to revealing the reproduction of inequality, the fissures rendered visible by the entry of gender-based violence into humanitarian missions force an engagement with new forms of the political. Humanitarianism’s mission has expanded so that it now occupies a dominant place in the global political arena – whether humanitarians asked for this or not"

"It seems that humanitarianism, as universalism,both erases and depends on difference; on the one hand, it manages difference, declawing it so that it doesn’t tear apart the humanitarian kit, made to fit and rehabilitate everyone into a basic bare-bones humanity. That is, it assumes that difference ultimately leads back to sameness: to some nondescript, generic human survival. Yet on the other hand, humanitarianism is necessarily built on difference – the difference between two populations – those who have the power to protect, and those who need protection66 – those who suffer, and those who recognise and address suffering"

"It seems that MSF workers assumed that sexual violence would bring a particular sort of shame, greater than that accompanying other forms of violence or brutality; and therefore that it should be kept quiet, confidential, in the private realm. This particular approach stems from the historically and culturally situated belief that a woman’s chastity is her most precious possession and that sexual violence is more significant than other forms of violence – of course,the question is whether it is equally significant for female and male, straight and queer."