Reading Analysis #1

Multiple Ideologies at Play in the ELA Curriculum

Paulo Freire, an educator and pedagogical theorist, made the argument that all education, all schooling, all teaching and all learning is inherently based within an ideological construct. That is, no educational institution or process is truly neutral, bias-free or scientifically objective. Although influenced by specific theorists, Freire understood that all ideologies share the same framework: they are a system of ideas based on the interpretations of a specific group’s past, which in turn leads to the current social realities of the present, and are thereby essential in shaping the future direction of that group. Through an examination of the English Language Arts curriculum, I intend to highlight and support Freire’s position, and I will expose that there are complex and conflicting ideologies present in all education, and all schooling.

Specific Literature Requirements
In the Sr. High English Language Arts Curriculum (ELA), it is explicitly stated that students will study a Shakespearean drama in grade 10, 11 and 12. In an implicit manner, general consensus implies that Shakespeare’s texts are chosen because he demonstrates mastery of the English Language and understands the Human Condition in a way that other historical or contemporary writers do not. By including this specific example in the curriculum, a Conservative Ideology is at play. Even ignoring Shakespeare’s own Conservative rhetoric present within his life’s work, the continual, mandatory inclusion of these texts in Sr. High English courses exemplifies the Conservative ideal of honouring historical achievements, attempts to maintain the authority of the past, and demonstrates an overall cautious and limited approach towards the acceptance of change. Maintaining and mandating specific literature in the course curriculum is a way to assert cultural, if not moral, authority.

Perhaps more obviously, the requirement for specific Canadian Literature in the ELA curriculum demonstrates the Nationalism Ideology at play. A minimum of one-third of all literary texts chosen for study in any High School English course must be Canadian in origin. The use of Canadian stories, myths or symbols is used in conjunction with specific language and literature to perpetuate a National Identity in High School students. By using specific (Canadian) texts to highlight other literary, cognitive or linguistic concepts, the teacher is indoctrinating students in the importance of establishing and maintaining a distinct Canadian Identity.

General Appreciation for Literature & Metacognition
One of the core values of the ELA curriculum is to encourage an understanding and appreciation for literature in all students. Not only is this explicitly stated in the curriculum, but it is also demonstrated implicitly in the manner in which teachers passionately approach the literature used in their classrooms. An English teacher’s greatest asset is often his or her obvious passion for the deep study, thoughtful criticism and critical evaluation of literature. This passion assists teachers in their ideological instruction, espousing a Marxist ideology of critical consciousness. In trying to foster students’ ability to think critically, the ELA curriculum places a specific emphasis on Metacognition, the process in which learners become more consciously aware of their own thinking and learning, and strive to gain greater control over these thinking processes. The intent is to ensure that students are able to think in a free and critical manner – raising their individual and group consciousness to a level where they can be freed from oppressive political and ideological domination. This parallels the Marxist rejection of False Consciousness, whereby individuals eschew erroneous ideas about their current reality, and focus instead on raising their own conscious awareness.

Respect and Consideration for Others
In ELA, the fifth General Learner Outcome has little to do with Literature, Literary Criticism, Linguistic Structure or Constructing Meaning. Instead, the focus of Outcome 5 is to “Respect Others and Strengthen Community”. The specific outcomes encourage students to demonstrate respect and consideration for others while simultaneously appreciating diversity of expression, opinion and perspective. I could argue that these qualities are insidiously prevalent in most contemporary curricular areas, yet they are documented in the ELA curriculum in an unambiguous and unmistakable manner. This is an overt example of a Liberal ideology at play. Through the emphasis on the rights and freedoms of the individual, the teacher is promoting the Liberal ideals of John Locke, who believed that all individuals are born free, equal and independent. Further, the curriculum indicates that students will study and analyze behavioural expectations when working in a group, paralleling the Liberal premise of civility: civic attitudes and values. In this view, it’s important to be an active and respectful citizen, while simultaneously respecting other’s individual rights and responsibilities of citizenship. Although most contemporary curricula could be easily identified with a Liberal ideology, the precision in which it’s identified, the detail in which it’s explored, and the specificity in which it’s expected in the ELA curriculum warrants a deeper, more critical review.

Counter-Argument
Some may argue that schools and education are not necessarily ideologically-founded, and that the curriculum, by its very nature, is encouraging students to become more critical in their thinking, and will therefore cause students to exit their formal education with a cynical and apprehensive attitude towards the current cultural ideologies. Throughout the curriculum, students are asked to identify, expose and critique the inherent values, behaviours and assumptions of individuals and groups. Thus, an anti-ideology is present in the ELA curriculum. How could a proposed ideology refute itself, and call direct attention and questions toward the purpose and values it attempts to advocate? However, this argument lacks merit, because the various ideologies at play in the ELA curriculum support and complement each other, permitting students to leave their high school education as thoughtful, critical citizens who are aware of ideological constructs in their past and present, and are prepared to face the future with an open mind, and a healthy, sceptical eye. Instead of creating deviants who are equipped to rebel against the dominant ideology, or culture, the school system is educating tomorrow’s citizens today.

Conclusion
Freire’s assertion that all education and schooling is inherently ideological is sound, rational and justified. By using the Sr. High English Language Arts curriculum as an example, I believe I have shown how multiple ideologies are active throughout this specific curriculum. Sometimes these ideologies are explicitly present in the curriculum documents, and sometimes their presence is more subtle, insidious or implied. Because there are multiple ideologies present, on occasion, there may be apparent conflicts and struggles as a classroom teacher tries to address all of the curricular goals while working through their own ideological lenses and filter. However, unquestionably, ideologies are systematically and overtly present in modern educational theory and practice.