I think that school Curricula is dependent on the worldviews of the society that the curriculum is being used in. What ever is considered important or essential for students to learn in order to thrive in society will be implemented in the curriculum. I believe that the current curriculum is a product of trial and error instances that have been used as a learning experience to decipher what works and does not in educational systems.
At the begging of Curriculum Policy and The Politics of What Should be Learned in Schools by Ben Levin, we are given the definition of curriculum as “an official statement of what students are expected to know and be able to do.” (p. 8) This definition is a product of government policies, and for many teachers it is difficult to realize that education and curriculum are too developed from politics. Even if you do not identify as a political person, teachers are inevitably involved in politics. The government leaders play a large role in making educational decisions based on the cultural viewpoints. In order for a politician to be elected they must provide educational practices that the majority of citizens expect to receive. Citizens want the government to give them a curriculum that suffices their idea of importance and provides opportunities to thrive in society.
What I find the most worrisome about the relation between politics an curriculum is that “what people believe to be true is much more important than what may actually be true” (p. 13) in the mindset of politicians. The influential authority and power that politicians withhold may result in votes but in return the citizens may never receive what they were expecting to get in return.
This article also lead me to realize that it is dependent on policies whether a teaching technique will be approved to enforce in curriculum or not. Not only does this leave teachers with minimal opportunities to creatively engage their students in curriculum, it also results in ongoing debates on what subjects should be prioritized. I was not aware of the ample controversies caused by differences in opinions on what subjects should be given more time to improve on. Or the debates on what age is appropriate to begin teaching subjects such as sexual education and other health classes.