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The curriculum reflects dominant ideologies and shapes students' perspectives from "summary" of Education and Power by Michael W. Apple
Education is not a neutral process. It is embedded in societal power structures and reflects the dominant ideologies of the time. The curriculum, the content and structure of what students are taught, plays a crucial role in shaping students' perspectives on the world. It is not just a collection of facts and information; it is a tool of socialization that reinforces certain ways of thinking and understanding the world. The dominant ideologies that are reflected in the curriculum are not always explicit. They are often subtle and implicit, woven into the fabric of what is taught and how it is taught. For example, the emphasis on certain subjects over others, the way history is presented, and the values that are promoted all reflect the dominant worldview of the society in which the curriculum is situated. This process of shaping students' perspectives through the curriculum is not accidental. It is a deliberate act of power that reinforces the status quo and perpetuates existing power structures. By teaching students to see the world in a certain way, the curriculum reinforces the dominant ideologies of the society and limits students' ability to think critically and challenge the status quo. This is not to say that the curriculum is always oppressive or that it can never be used to empower students. It is possible to create a curriculum that challenges dominant ideologies and encourages students to think critically about the world around them. However, this requires a recognition of the power dynamics at play in education and a commitment to creating a curriculum that reflects a diverse range of perspectives and experiences. In order to truly empower students and create a more just and equitable society, we must critically examine the ways in which the curriculum reflects dominant ideologies and actively work to challenge and change them. Only then can we create an education system that truly serves all students and prepares them to engage thoughtfully and critically with the world around them.
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