Curriculum Wars

Curriculum Wars In The Name of Equity and Equality: Is it real?

By Shamsukama Bin Mohd Zahri

Submitted on June 4, 2010

For EDUC7030: Curriculum Design & Practice

Masters Of Educational Studies (Mathemnatics)

Introduction

        It is interesting to found that globalisation has inspired people all around the world to think about what will happen to the world in the future. Among the most interesting parts is how globalisation has made people tends to think about other’s future. Even about the one who they do not know and have not met in the real life. Another interesting fact is how globalisation has agitated the sense of fighting for one’s rights and equality which has charged one’s attention about how changes in the surrounding community affect one’s rights. However, reading this news below made me rethinking about what will happen to education in the future if everyone tends to think only about himself and his/her groups’ interest and subsequently want special attention to be drawn in the school curriculum.

        In explaining this notion, I agreed with Apple (as cited in Murray, 2008) that political and ideological issues are inherent in curriculum development (besides educational issues). Therefore, for me, it is the time to go back to the basic question in educational curriculum design that is “What knowledge is of most worth?” This question should be discussed in the light of equity and equality in education, so that, we can clearly see whether the slogan of “asking for equality” that have been used by some political and ideological groups are really for the sake of children’s education or not. This issue is important in order to make sure that curriculum reforms can be implemented smoothly without wasting time wiggling with suggestions that are not related to the main objective of the reforms itself (i.e. children’s education for successful future life).

Full article can be read using this link below: http://www.foxnews.com/printer_friendly_story/0,3566,50494,00.html

Equity and Equality

        Both phrases seem similar and sometimes they are both reciprocally used in discussing about human rights. Surprisingly, all dictionaries are unanimous in differencing both phrases. For instance, TheFreeDictionary.com defines equity as

1. The state, quality, or ideal of being just, impartial, and fair.
2. Something that is just, impartial, and fair.
3. Law
   
   
   • Justice applied in circumstances covered by law yet influenced by principles of ethics and fairness.
   • A system of jurisprudence supplementing and serving to modify the rigor of common law.
   • An equitable right or claim
   • Equity of redemption.
4. The residual value of a business or property beyond any mortgage thereon and liability therein
5. 
   
   
   
   • The market value of securities less any debt incurred.
   • Common stock and preferred stock.
6. Funds provided to a business by the sale of stock

The same dictionary defines equality as

1. The state or quality of being equal.
2. Mathematics A statement, usually an equation, that one thing equals another.

I listed down some other links that gives the same explanation about equity and equality.

1. http://www.differencebetween.net/language/difference-between-equity-and-equality/
2. http://frtuck.blogspot.com/2006/12/equity-vs-equality.html (Tuck, December 6, 2006)

These links below discusses about educational equity and equality.

1. http://crookedtimber.org/2009/03/31/educational-equity-and-educational-equality/ (Brighouse, March 31, 2009)
2. http://mste.illinois.edu/hill/papers/equity.html (Hill, no date)

        Therefore, equity and equality are different in definition. To conclude, equity means ‘fairness or the ideal of being fair’ but equality means ‘the state of being equal’. Due to Sherman and Poirier (2007), - in writing for UNESCO’s Educational Equity and Public Policy: Comparing results from 16 countries- equality was listed as one of the equity principles.  In contrast, Brighouse (2008) explained equality as it is as the same as equity but he later (March 31, 2009) admits that equity in fact differs from equality. The notion that equity is more meaningful than equality is supported by many scholars (see Hill, no date; Tuck, December 6, 2006), except for Brighouse (December 31, 2009) in which he argues that equity is some sort of action to calm people for not achieve pure equality. In valuing the meaning of equity and equality, I am prone to accept dictionary’s definition (which is resonance with most scholars) and see both words in a positive way (rather than agreeing with Brighouse).

Moreover, in addressing about equality, almost all scholars frame their discussion among the notion of every child should get equal opportunity to succeed in education rather than they should be treated equally in every aspect (see Jencks, 1988; Brighouse & Swift, 2008). This notion has been widely discussed in the light of improving the accessibility to school and education sources, and reception of a quality education.

        One the other hand, equity has been explained as the notion that every child should be treated as fair as possible in order to enable them to have similar level of educational resources and similar result (Sherman & Poirier, 2007). In this case, fair does not mean equal because children from different region might need different type of support. For instance, afterschool classes might be needed in a rural area rather than in a city due to the fact that additional resources of education are limited in that region. It is important to acknowledge that different educational treatment might be needed by different individual and/or community. Even, sometimes the difference might be based on gender and race/ethnicity. For example, spatial-thinking skills have been found as naturally better among boys than girls. Therefore, mathematics geometry curriculum should be able to address the weakness of girls in spatial-thinking skills more than that to boys.

        Obviously, it is likely to say that the focus of new curriculum is neither to equalize everyone in every aspect nor to treats every difference in everyone. In fact, educational equality and equity in curriculum reforms means to make sure every child have the same standard of education by equalizing the opportunity to have better education and trying to make education equitable for every child. Moreover, we should remember that not everything can be equalized but we surely can equate them!

Does everything in curriculum wars really need to be addressed?

Is it necessary to include every personal political interest into curriculum reforms? Does it worth it to include everything and gain nothing? Thus, what is important and more in priority to be addressed? As we discussed in previous section, the notion of equity and equality in education is more on how to design a curriculum such that it will be more equitable in quality and equal in opportunity to every children regardless of place, ethnic, status and situation. To this extent, I agree with the excerpt below (taken from the same news article)

Source: http://www.foxnews.com/printer_friendly_story/0,3566,50494,00.html

        In addition to my arguments, I listed below some principles of equality and equity in education from some scholars to show clearly that the notion of equality and equity in education is nothing more than for education itself (obviously, not for other unrelated interest). 

UNESCO’s Principles of equity (Sherman & Poirier, 2007, p.24)

1.    Horizontal equity

Serve equitable education system for children who equally situated (i.e. for them to have similar level of educational resources and achieve similar results).

2.    Vertical equity

Serve education system that can be considered as equitable for children who differently situated and unequal starting points (i.e. for them to have considerably similar level of educational resources and achieve similar results).

3.    Equal Education Opportunity

Children should have equal opportunity to succeed (relatively based on children’s motivation and effort).

Principle of equality (Jencks, 1988, p.519-520)

1.    Democratic equality

To give every child equal time and attention regardless of their performance, effort and attitude, and how the time and attention given to them beneficial to others.

2.    Moralistic justice

To reward virtue and punish vice.

3.    Weak humane justice

To compensate previously disadvantage students (in education)

4.    Strong humane justice

To compensate previously disadvantage students (in area other than education including those genetically disadvantage)

5.    Utilitarianism

To give equal opportunity to race for an unequal reward (a race must be open, levelled and based on performance)

        Last but not least, I leave it to the readers to evaluate whether four ideological fronts attached below (obviously it is the same with the one I have attached before) ask for an ‘educationally reasonable’ demand for the sake of children’s education and successful future life.

 

Source: http://www.foxnews.com/printer_friendly_story/0,3566,50494,00.html

REFERENCES

Brighouse, H. & Swift, A. (2008). Putting educational equality in its place. American Finance and Policy,444-466.

Brighouse (March 31, 2009). Educational Equity and Educational Equality. Retrieved on May 2, 2010 from http://crookedtimber.org/2009/03/31/educational-equity-and-educational-equality/

Hill, J. (no date). Equity vs. Equality? Retrieved on May 2, 2010 from http://mste.illinois.edu/hill/papers/equity.html

Jencks, C. (1988). Whom Must We Treat Equally for Educational Opportunity to be Equal?. Ethics, 98(3), 518-533.

Murray, H. (2008). Curriculum wars: national identity in education.London Review of Education, 6(1), 39-45.

Sherman, J.D. & Poirier, J.M. (2007). Educational Equity and Public Policy: Comparing results from 16 countries. Montreal: UNESCO-UIS.

Tuck, F. (December 6, 2006). Equity vs. Equality. Retrieved on Mei 2, 2010 from http://frtuck.blogspot.com/2006/12/equity-vs-equality.html

Berkatnya redhamu guru (from FB notes)

Tiba-tiba teringat kepada salah seorang guru yang memberi kesan yang besar dalam hidupku... Almarhum Cikgu Abdullah merupakan seorang guru sejarah yang bersahaja dan lucu tetapi sering menasihati kami seisi kelas... Walaupun agak lemah-lembut dan sopan, tidak janggal rasanya jika dikatakan beliau sangat kami sanjungi...
 
Peristiwa yang sering bermain diingatan
1) Tulang telunjuk kananku bengkak sudah hampir seminggu... Sudah seminggu juga aku menulis dengan meletakkan pen di celah-celah jari telunjuk dan jari hantu kerana jari telunjukku tidak boleh dibengkokkan untuk memegang pen...

Suatu hari, beliau datang kepadaku lalu menawarkan diri untuk mengurut jari telunjukku. Walaupun kesakitan, aku membiarkan sahaja beliau mengurut lokasi bengkak itu. Keesokan harinya, jariku bertambah bengkak... Rupa-rupanya, beliau bukanlah pandai mengurut tetapi demi seorang anak didik, dicuba juga... Sabo aje la... Tapi aku redha kerana beliau guruku... Terima kasih, cikgu...

2) Entah kenapa aku benar-benar malas pada hari itu. Tiba-tiba terlintas di fikiranku untuk ponteng kelas buat kali pertama dalam hidupku (kelas sejarah)... Semasa aku mencari 'port' yang agak baik, aku dan kawanku ternampak beliau dalam perjalanan ke kelas kami... Nasibku baik, kami menyorok di tangga... Tidak semena-mena, bahuku disentuh orang... Sambil tersenyum, beliau mempelawa kami ke kelas... Untuk 'cover line', terpaksalah aku berbohong tidak mendengar bunyi loceng... Sambil terus tersenyum beliau menunjukkan loceng yang betul-betul berada di bahagian atas kepala kami... Malunya aku... Terima kasih, cikgu... Teguranmu menyelamatkan aku...

3) Keputusan SPM telah diisytiharkan di televisyen. Keesokkan harinya aku ke sekolah untuk mengambil keputusan peperiksaanku... Kerana dilambai oleh guru kelasku yang mengajar matapelajaran Fizik, jadilah aku antara orang pertama yang mengambil keputusan SPM pada tahun tersebut... Sebaik sahaja hendak keluar, aku bertembung dengan beliau di pintu kiri dewan... Beliau mengheretku ke tepi dewan lalu menolakku perlahan ke dinding dewan... Sambil mengcekak leher bajuku dan mengacukan penumbuk ke mukaku, beliau bertanya keputusan SPMku bagi matapelajarn yang diajarnya... Apabila jawapanku memuaskan hatinya, beliau melepaskan aku lalu mengucapkan tahniah kepadaku (sebenarnya sebelum SPM aku sangat lemah dalam matapelajaran yang diajarnya)... Tapi aku tahu, beliau melakukan begitu kerana redhanya dan sayangnya kepada kami... Terima kasih, cikgu...

4) Dua Khamis berturut-turut aku ditinggalkan di dalam kelas selepas waktu sekolah... Dah la pada hari Khamis, dewan makan menghidangkan menu nasi ayam (yang menjadi kegemaran kami)... Semuanya gara-gara tertidur semasa kelas beliau... Manakan tidak, 2 jam bersengkang mata belajar matapelajaran sejarah di waktu tengahari membawa ke petang... Maafkan aku, cikgu... Sudah puas aku menahan mataku... Apa yang menjadi kenangan, beliau memberhentikan kelas sebaik sahaja aku tertidur dan kelas diarahkan supaya diam dan tidak bising... Terima kasih, cikgu... Sejak itu, aku tidak lagi tidur dalam kelas beliau... tak tergamak aku mencipta rekod tiga kali berturut-turut ditinggalkan di dalam kelas...

5) Peristiwa yang paling aku ingati... Suatu hari, kami bertanya beliau tentang cara beliau belajar sehinggakan berjaya dalam matapelajaran sejarah (yang paling aku tak suka)... Sambil berseloroh beliau menyarankan kami supaya belajar sambil menonton televisyen kerana iklannya lebih panjang daripada cerita (betul juga ye)... Gelak ketawa kami memecah keseriusan pada tengahari tersebut... Lalu beliau memberikan satu petua yang agak tidak kelihatan rasionalnya iaitu berselawat dan tidur sebelum mula belajar... Yakin dengan kata-katanya, aku menurut saja saranan beliau sehari sebelum peperiksaan bulanan (kawan-kawan lain aku tak tahu)... Keesokkan harinya, apa yang aku belajar dan hafal semalam 'keluar' dalam peperiksaan tersebut... Apa lagi, skor la aku... Selepas peperiksaan, aku bertemu beliau dan mengucapkan terima kasih sambil menceritakan apa yang berlaku... Menurut beliau, petua tersebut hanya satu panduan agar kami banyak berselawat... Berkatnya redha guru... Jika diikuti dengan taat, Insya Allah mempunyai keberkatan... Terima kasih, cikgu... Aku berjaya jua dalam matapelajaran yang paling aku tak suka...

Berkatnya redhamu guru... Walaupun dalam keadaan bergurau dan bersahaja...
Semoga ruhmu dikumpulkan bersama orang-orang yang beriman di syurga...
Al-Fatihah...

Live as footballers, sky divers or taxi drivers: What must curriculum do?

By Shamsukama Mohd Zahri

Submited as assignment for EDUC7025-Curriculum Design

Master of Educational Studies, The University od Queensland

on 23rd March 2010 

What Is Curriculum?

            Discussion on the meaning of curriculum is still ongoing. Hitherto, there has been no so-called ‘precise’ definition for the term ‘curriculum’. Although the scope of ‘curriculum’ varies from one to another, scholars seem unanimous that the definition of ‘curriculum’ is more than just a syllabus and obviously, they establish connections between the education documents, learners, educators, education environment, administrators and society (UNESCO, 2006; Quicke, 1999; Print, 1993; Wilson as cited in Wilson, 2005).

             Specifically, UNESCO (2006, p.3) defines curriculum as “all desired learning experiences within school environment including those not defined in the official curriculum”. Subsequently, this definition narrows down the scope of curriculum within the school boundaries. In a broader scope, Quicke (1999) on the other hand, had previously included learning activities that arise beyond the school boundary as one of the essentials in a curriculum. Indeed, in real life, learning processes do not only occur in an institutional setting but are ubiquitous throughout one’s life. A television program, for instance, may become an influential educational source for learners due to the fact that 94% of children between 6-months to 6-years old were reported to have watched television while 66% watch it on a daily basis (Rideout & Hamel, 2006). In other words, children may learn by watching television at home, obviously outside school setting. Therefore, it is important to design a curriculum that not only provides learning experiences in school environment but also preconditions the students for 'on-field' future life.

Footballers, Sky Divers or Taxi Drivers?
    
 Picture 1: Strategizing to move on

 

         Usually, footballers are able to use every single minute of their time in the field to creatively arrange their games in order to achieve goals. Time constraints, rules and regulations do not stop them from making precise decisions when needed. Different strategies are arranged for different games. To excel, footballers must not only be preconditioned with skills  and technical aspects but also posses the ability to effectively and creatively manipulate the situation and continuously reflect on their mistakes within the provided time constraint.  

                                                       Picture 2: Sky Divers           

      

            Apart from that, sky diving only has limited regulations once in the air where sky divers are totally free in action. They can do everything they want without limitations. The only crucial decision to take is when they should pull the trigger for the parachute. A small amount of skill is needed during sky diving. Good sides of sky divers are their braveness in facing risks and uncertainties and apparently, it seems that they are always enjoying their life as it is.

                                                                                                                                 

                                                                    Picture 3: Taxi

            In contrast to sky divers, taxi drivers always follow instructions and regulations. Once passengers enter their cab, they must obey to their passengers’ decisions even though they have their own opinions. Very little reflection is used in their job. What is good about taxi drivers is their massive amount of experience, skill and information. Unfortunately, they might not be able to use them efficiently.

         Unsurprisingly, life is not totally free of regulation like sky diving. On the other hand, it must not become so strictly regulated like taxi driving. Indeed, life is somehow like a football game that many decisions must be taken while very limited time is available and situations and challenges always vary from time to time. To succeed in future life, one must be able to make appropriate decisions, and subsequently be reflexive about one’s own decisions (Quicke, 1999). Therefore, the curriculum must precondition students with essential skills that are somehow similar to a footballer. They must be provided with the instrumental and factual basics yet become competent in using them when needed, democratic decision making and social skill, and ability to consciously notice and creatively react to continuous changes.

 The Basics

Picture 4: What is 'the basic'?

         Utilise ‘the basics’ is one of the most important moves that must not be taken for granted by curriculum designers or reformers. In evaluating the mathematics’ curriculum reform, Walle (1999) argues that reformers were too occupied with designing extravagant activities and so left the essential basics behind. However, the definition of ‘the basics’ differs from one to another. To clarify, Walle (1999) defines ‘the basics’ as the fact that everything makes sense, therefore the gap between the classroom and real life must be narrowed by deep learning. Conversely, for some behaviourist scholars like Aynes and Sweller (2000), ‘the basics’ was discussed as being more about the specific facts, and instrumental and procedural skills. To simplify, both definitions have efficiently defined ‘the basics’, that they are both mutually important to be addressed in curriculum design (see also Sahlberg, 2006). Consequently, the capability to competently use the instrumental basics and skills will enable them to continuously learning from their experience outside school environment.

Becoming a good citizen
Picture 5: A good citizen?

           One of the purposes of education is to develop a community of confident, responsible, and globally as well as locally active and knowledgable citizens (CSCNEPA, 2007; MCEETYA, 2008; National Curriculum Board, 2009; Quicke, 1999). Hence, students must be prepared with the ability to responsibly make appropriate democratic decisions time by time in order to fulfil their current necessities. Quicke’s (1999, p.2) theory of “moral-political philosophy” outlined four fundamentals that closely related to democratic decision making. By considering self-betterment as one of the elements, a curriculum shall constantly focus on developing student’s ability to creatively invent his/her self-improvement by confidently and responsibly make democratic decision based on the improvement of social and decision making skill through the attainment of authentic knowledge and experience (Quicke, 1999; Sahlberg, 2006). As the result, the learning and self-improving process may continually happen beyond formal schooling environment.

Learning from experience
 Picture 6: Experienced

           Another consideration is by focusing on the ability to become reflexive. Due to the fact that the world is rapidly changing, a person in this new era must be able to efficiently conflux themselves into the main stream. Thus, s/he must be able to consciously aware of the changes and actively improve or change his/herself to suit the changes (Quicke, 1999). In order to become a reflexive citizen, s/he must be predisposition with several basics such as efficient critical and creative thinking, willingness to change, and agile yet accurate in decision making. Therefore, the changing world will become a secondary teacher, obviously because sufficient amount of learning experience and instrumental skills has been provided by the curriculum for them. In other words, these precondition skills and experiences facilitate them to learn from the continuously changing situation and react by upgrading themselves in order to blend with and overwhelm the changes for their own sake.

The omnipresent learning opportunities

            In conclusion, the curriculum must be designed with the awareness that learning is not necessarily occurs within an institutional environment. In fact, learning may happen outside school boundary and sometimes more efficient than that obtained from a controlled environment. Therefore, appropriate curriculum content and strategy is needed to ensure that school products will continuously involve in learning activities throughout their lifetime either formally, informally or in both settings.

PICTURE SOURCES

Picture 1: Writer's personal collection

Picture 2: http://blogs.wsj.com/independentstreet/2008/08/21/social-networking-common-mistakes-small-businesses-make/

Picture 3: http://www.conandrive.com.au/Taxi.html

Picture 4: http://theprophetofmercy.blogspot.com/

Picture 5: http://www.flickr.com/.../coghillcartooning/1237403391/

Picture 6: http://www.wetcanvas.com/Community/images/01-Jun-2008/60252-Old_Man_detail_eye.jpg

REFERENCES

Aynes, P., & Sweller, J. (2000). Why investigation should not be compulsory in the years 9-10 mathematics courses. Report on investigational tasks in mathematics in years 9-10 for advanced and intermediate students (pp. 29-56). New South Wales: Board od Studies NSWPrint, M. (1993). Curriculum development and design (2^nd ed.). St. Leonards, N.S.W.: Allen & Unwin.

CSCNEPA (2007). Developing a Twenty-First Century School Curriculum for all Australian Students. Canberra: Australian Curriculum Studies Association.

National Curriculum Board (2009). The Shape of the Australian Curiculum. Retrieve on March 21, 2010, from http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum.pdf

MCEETYA (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne, Vic: MCEETYA.

Quicke, J. (1999). A curriculum for life: schools for a democratic learning society. Buckingham: Open University Press.

Rideout, V., & Hamel, E. (2006). The media family: Electronic media in the lives of infants, toddlers, preschoolers and their parents. Menlo Park, CA: Kaiser Family Foundation.

Sahlberg, P. (2006). Education reform for raising economic competitiveness. Journal of Educational Change, 7(4), 259-287.

UNESCO (2006). Guidebook for planning education in emergency and reconstruction. Paris: UNESCO.

Walle, J. A. V. d. (1999). Reform mathematics vs the basics: Understanding the conflict and dealing with it. Retrieved on October 25, 2009, from http://www.mathematicallysane.com/analysis/reformvsbasics.asp

Wilson, L. O. (2005). Curriculum – Different types. Retrieved on March 21, 2010, from http://www.uwsp.edu/Education/lwilson/curric/curtyp.htm

(Assignment sent on 23/3/2010 for EDUC7030-Curriculum Design)