A Curriculum of Irrelevancy

Kylene Beers writes a script containing a conversation about the removal of a library. The intro is here, as written:

"Another Zoom meeting with a school leader on the precipice of deciding no more classroom libraries because “some of the books might make kids question what their parents want them to know” has encouraged me to think that a Bloody Mary, made with tomato juice remember, is an important part of the food pyramid and I should partake right now. And doesn’t vodka come from potatoes? It has also made me so sad. We are so quickly moving down the path of sustaining a curriculum that is focused on the irrelevant (“Show three ways the author created tension in this short story.”), as it guards white fragility and continues to deny a history that is a critical part in the country we are today.

Here is the conversation. All knew I was recording it. I promised not to mention school names, district names, size of district, or anything else thing else that could suggest a particular identity if I wrote about the conversation. Why did I record it? In short, such an action alleviates any concern over next steps anyone might decide to take. I agreed to the meeting, but didn’t want to face any “she said” conversations later on. Recordings solve that immediately"

Dublin Core

Title

A Curriculum of Irrelevancy

Creator

Date

2021-10-28

Language

Date Created

2021-10-25

Spatial Coverage

North America [n]

Abstract

Kylene Beers writes a script containing a conversation about the removal of a library. The intro is here, as written:

"Another Zoom meeting with a school leader on the precipice of deciding no more classroom libraries because “some of the books might make kids question what their parents want them to know” has encouraged me to think that a Bloody Mary, made with tomato juice remember, is an important part of the food pyramid and I should partake right now. And doesn’t vodka come from potatoes? It has also made me so sad. We are so quickly moving down the path of sustaining a curriculum that is focused on the irrelevant (“Show three ways the author created tension in this short story.”), as it guards white fragility and continues to deny a history that is a critical part in the country we are today.

Here is the conversation. All knew I was recording it. I promised not to mention school names, district names, size of district, or anything else thing else that could suggest a particular identity if I wrote about the conversation. Why did I record it? In short, such an action alleviates any concern over next steps anyone might decide to take. I agreed to the meeting, but didn’t want to face any “she said” conversations later on. Recordings solve that immediately"

Hyperlink Item Type Metadata