Conscious Curricula: deconstructing the classroom walls and re-authenticating learning

• In Event: Cultural context of diverse learners

Abstract

Objectives or purposes of the paper:
This paper is an action research case study on the implementation of Conscious Curricula. Consciousness is defined as a heightened awareness of oneself, one’s surroundings, and the relationship between the two, so that one can more effectively contribute to and gain from one’s surroundings. Through explicit instruction in language, the arts, global and personal consciousness, and social entrepreneurship, Conscious Curricula aims to equip learners with the skills and understandings to pursue meaningful and authentic goals. Participants of this presentation will walk away with actionable tasks and rubrics they can use to supplement any curricula in order to increase its purposefulness and relevance to students. The age of educating students to be “smart” is over, the age of educating students to be “conscious” has begun.
Main perspective or theoretical/conceptual framework used:
Conscious Curricula addresses the cons and capitalizes on the pros of two theories that heavily influence the value system that validates modern education: Human Capital Theory and Capabilities Approach. Both Human Capital Theory and Capabilities Approach regard Adam Smith’s concept of a “social contract” as the primary definition of the relationship between the self and the society. Conscious Curricula, however, is grounded on a slightly different conception of the relationship between self and society. It is grounded on the principle of “Ubuntu”.
In this philosophy, adhering to a “social contract” is not a choice. Individual actions are inherently tied to communal implications. The connection between self and society exists regardless of whether we chose to acknowledge it. Unlike Adam Smith’s “social contract”, the philosophy of Ubuntu does not compartmentalize the individual and the society, it does not depict them as two separate entities that can work irrespective of each other. In so doing, it naturalizes and prioritizes the importance of mutual benefit (rather than regarding it as just a nice supplement) when it comes to development through education.
This, in addition to realigning the educational value hierarchy so that consciousness is at the core (rather than economics or capabilities), differentiates Conscious Curricula from Human Capital and Capabilities approach. However, Conscious Curricula does not aim to devalue or demerit these approaches, it simply aims to learn from them and expand on them by filling the gaps that impede their ability to promote conscious citizenship.
Analytical methods, research design, or modes of inquiry:
As an action researcher, I began developing Conscious Curricula as a response to the ailments of traditional classroom curricula I saw in the classroom. Conscious Curricula started out as a project based on the needs I identified in my students and the capacities I had as an individual to help meet those needs. My research constantly informed my teaching practices and vice versa. I have since been working to develop Conscious Curricula into something that can be applied to multiple contexts. I have implemented the model in Ghana, and will be expanding to South Africa next year.
Data sources or evidence:
-qualitative interviews
-quantified survey data and assessment records
-literature reviews
-observational notes
Results and/or conclusions:
Survey results from the case study showed that the most significant increase in student agreement was with Statement 1: “I believe my voice is relevant to the world.” Student agreement went from 40% in September, to 62% in March. In addition, Socratic Seminar participation in my class went from a 30% average to 85%, over 50% of students improved at least 1 letter grade on their Big Goal Tracker, and 93% of students showed average or above average growth on the New Mexico Short Cycle Assessment. In general, students exhibited increased engagement, confidence, and performance while participating in Conscious Curricula.
Significance of the study to the field of comparative or international education:
This study contributes to CCEHP’s mission to prevent the “underutilized” potential of marginalized populations because it shows how a more conscious approach to curriculum development can help increase participation and engagement of marginalized populations. During my first year of teaching on the Navajo Reservation, I took a poll and found out that 100% of my students felt that the rest of the world “did not care about or respect Navajo”. I did not see how to teach content if this debilitating belief was not addressed. Using a Conscious Curricula approach helped me integrate holistic approaches with content specific approaches, and in so doing elevate both mine and my students’ sense of self and purpose. I believe the field of comparative and international education can promote a greater sense of Ubuntu with such approaches.

Author

• OreOluwa Badaki, University of Pennsylvania