Levin’s article, “Curriculum Policy and the Politics of What Should Be Learned in School” describes how the curriculum is developed and then carried out. “Public policy is about the rules and procedures governing public sector activity – what they are, and they are made” (Levin, 2008). These policies highlight almost every aspect of education. It covers, what in school is being provided, how it is being taught and in what context. It is evident, that school curriculum is highly controlled by the government, in many government forms. It is highly political, which was not surprising to learn. “Politics is about power” (Levin, 2008) and every decision in a sense can portrayed as a political decision. I found this to be interesting, considering in schools we try to abolish hierarchy structures, so that everyone is essentially equal. I think it important to note that as educators we have some say in the curriculum, but not as much say as the government. Which leads to a highly controversial topic, when the teachers are the ones in the classroom teaching and not government officials. Further, there are many people help establish curriculum, these are school boards, parents, work force employees, and teachers. It was intriguing to find out that work force employees have a say in the matter. Work force employees are not people I think of when I think of the development of curriculum. I never weighed how many people actually contribute and influence curriculum.
The document of Treaty Education outlines the outcomes and indictors of understanding and appreciating treaty and cultural learning connections. The goals are based on; treaty relationships, spirit and intent of treaties, historical context of treaties, and treat promises and provisions. All of these are very important factors to our Canadian identities and encouraging treaty relations. It is clear that in the past, Treaty Education was not a primary focus, which resulted with people being uneducated about treaty relations. As a future educator, it is significant to our people to educate them in all areas of study, with a strong association to Indigenous Ways of Knowing. The curriculum and policies in education are highly controlled by government officials, this leads to an inconsistency in curriculum. Curriculum and Treaty Education can differ depending on what party or person is in power and their political views on the matter.
Levin, B. (2008). Curriculum policy and the politics of what should be learned in schools. In F. Connelly, M. He & J. Phillion (Eds.), The SAGE handbook of curriculum and instruction (pp. 7 – 24). Los Angeles, CA: Sage.Available on-line from: http://www.corwin.com/upm-data/16905_Chapter_1.pdf.