Insightful comments into curriculum and how to get the balance right between facts, experiences and stereotypes.
With stories and through the humanities, we can bring distant cultures into our classrooms. These may be cultures that our pupils associate with through family ties, or they may not be. The stories we do and do not tell shape the way our pupils come to see the world.
But how nuanced is the view that we give? How much simplification is acceptable before we begin obfuscating the reality?
There is a growing chasm between the way we present the world to our pupils, and the realities of these places. In many cases, we contribute towards Othering the people there.
Othering. n. The process of perceiving or portraying someone or something as fundamentally different or alien.
In order to reduce issues to paragraph length and to make the intangibles of culture appear more knowable, we can promote generalisations and simplifications that children grip onto but, simply, are neither true nor…
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