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Curriculum decisions shape students' understanding of power from "summary" of Education and Power by Michael W. Apple
The decisions made about what is to be included in the curriculum have a profound influence on how students come to understand power. This is because the curriculum not only reflects but also reinforces existing power relations within society. It is through the selection of what is to be taught that certain forms of knowledge are privileged over others, certain perspectives are centered while others are marginalized. In this way, the curriculum becomes a site where power dynamics are both reproduced and contested. When certain topics, events, or voices are omitted from the curriculum, students are effectively being taught that these are not important or worthy of consideration. This can have a lasting impact on how students view the world and their place within it. By shaping students' understanding of what is valuable knowledge, the curriculum plays a key role in constructing their sense of self and their relationship to power. Furthermore, the way in which knowledge is presented in the curriculum can also influence students' perceptions of power. For example, when history is taught from a single perspective or through a dominant narrative, students may come to see this as the only valid way of understanding the past. This can obscure the ways in which power operates to shape our understanding of events and can limit students' ability to critically engage with different viewpoints.- It is essential that curriculum decisions are made with careful consideration of the impact they will have on students' understanding of power. This requires a willingness to critically examine the ways in which knowledge is constructed and presented in the curriculum, as well as a commitment to including diverse perspectives and voices. Ultimately, by recognizing the power of the curriculum to shape students' understanding of power, educators can work towards creating a more equitable and just educational system.
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