IYT2 task 1 Introduction to Curriculum Theory Task 1.docx Introduction to Curriculum Theory Task 1 The Four Ideologies Social Reconstruction The Social Reconstruction ideology highlights that the purpose of educatio
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IYT2 task 1 Introduction to Curriculum Theory Task 1.docx Introduction to Curriculum Theory Task 1 The Four Ideologies Social Reconstruction The Social Reconstruction ideology highlights that the purpose of education is to reconstruct society. Educators within this ideology recognize the injustices and inequalities within our society, and use education as a means to reconstruct or change it for the better. In this ideology, teachers are facilitators and leaders in the struggle for social justice, and work as facilitators and identify the injustices that can be discussed and changed to better shape our society. Schiro (2008) identified the instructional procedures of starting where students are, like with an experience in their community, developing an experience that emotionally and intellectually involved children, and then having an intense group discussion around that issue, and following up as needed. This procedure not only teaches some of the social realities of the world, but presents those realities in a way that students feel connected and invested in repairing. A key element of this ideology is understanding underlying social structures and institutions we are working within, and developing an understanding that the situation of society is both promising and formidable. When society is viewed as ever-changing and not perfect, reconstruction can begin. The point of education is for our students to work to change aspects of our society for the better. I am a first-grade teacher in a low-income, migrant school district.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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