Curriculum in any time and place becomes the site of a battleground where the fight is over

whose values and beliefs will achieve the legitimation and the respect that acceptance into the
national discourse provides (Kliebard, 1995, pp.250-251). In this module, we examined
perspectives from different value backgrounds ethnic and cultural, sexual orientation,
ecological sustainability, and nonviolence. The questions are: In the age of standardization, do
you think there is a space for integrating these values into our curriculum? If so, how would
these values become part of our curriculum? For what purpose? To serve whose interests? If
not, why?
In the age of standardization, or any age for that matter, absolutely I think there is space for
integrating the values of ethnic, cultural, sexual orientation, ecological sustainability and
nonviolence into the curriculum. These values could become apart of our curriculum in all
aspects of the core. For example history, like most upper level history classes you are required
to stay up to date on current events. A question that could be asked to evoke thinking, spark a
discussion, actually get the students involved in the issues of the day would be; " With the
current event that has transpired in Orlando, what do you think we as Americans
couldv'e learned from our history to prevent such a attack? How do those events relate?
What could you do to evoke change if any?" For younger grades, I cannot stress enough if we
were to teach our student's about the differences in individuals rather it be ethnicity, culture,
even sexual orientation to a level in which they understand we will have less bias individuals on
people who are different from them or share different beliefs. Nonviolence ways to handle your
issues with people and their differences is extremely important to teach because if this was
taught in school we would be saying things like #PrayingForOrlando. The purpose as teachers
is not to teach the children enough to go to the next grade not even just enough to be prepared
for college, but to be prepared for this cruel world enough to survive. Besides its not like the
students are oblivious to ethnic, cultural, sexual orientation, and ecological sustainability. It's
apart of their lives, in their community, in their schools, why not teach them how to address it? I
believe I've made the purpose to teach those things clear, as to whom's interest,
how about the fate of America better yet the world. These are everyone's interest, if
you don't believe me turn on your television. The text states, "....in any society, groups
struggle for the means to control consciousness of people, and that education develops the
consciousness of children and youth..." so if we hold the power why not use it (Sleeter &
Stillman, 1971, p. 253)?

Sleeter, Christine. Stillman, Jamy. (1971). Standardizing Knowledge in a

Multicultural Society. In D. Flinders and S. Thornton (Eds.), The Curriculum
Studies Reader (4th ed., pp. 253-268). New York, NY: Routledge.