Question 1: Inclusive Grade-seven Curriculum
Grade seven consists of preteens and teens, hence it is the age group that is beginning to go places without being chaperoned by an adult. The first knowledge area in my curriculum to this group would include the kind of diversities currently in existence. Getting it wrong with only one category of diversity can result in causing a lot of harm. Among the areas of modern diversity include race, ethnicity, gender, religion, and LGBTQ issues among others. As the world continues to change, new areas of discrimination continue to arise. The second knowledge area would include seeking to understand personal biases in all the above areas of diversity. The next knowledge area would be developing the ability to overcome the bias in order to treat diverse people politically correctly and politely. The final knowledge area would be the ability to notice outright diversity-based discrimination and also what to do about such scenarios. Being an extremist about discrimination hence creating a ruckus every time a mistake happens can be just as bad as being passive and allowing discrimination to happen.
Question 2: Frameworks for Responding to Student Diversity in Schools
Other frameworks for responding to student diversity in schools include social criticism and the positive learning framework (PLF). The social criticism framework looks at social issues more so social injustices with a view to developing simple practical ways of resolving them. Under the social criticism framework, there is no definitive set of rules and regulations under which diversity issues are handled. Any and all diversity issues are handled in the context within which they happen inter alia through the establishment of a simple, practical, and easy to attain way of solving them. The primary difference between the social criticism framework and critical pedagogy, diversity pedagogy, and peace education is the lack of definitive criterion as social framework adjust to different situations and scenarios.
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Positive learning framework (PLF) on the other hand is a combination of resilience research, restorative practices, and positive youth development to eliminate or mitigate diversity issues in learning. PLF is comprehensive as it combines teaching perpetrators how to stop diversity-based discrimination and victims how to endure and avoid discrimination. From a holistic perspective, PLF seeks to create a better community among younger people. The key difference between PLF and critical pedagogy, diversity pedagogy, and peace education is that PLF is more comprehensive.
Question 3: Concepts of Negotiable and Non-negotiable Knowledge
Diversity issues are closely intertwined with social justice which inter alia addresses the concept of right and wrong within the society. However, social justice goes beyond what is right and what is wrong definitively to address what should be considered as right and wrong. My knowledge on the concepts of negotiable and non-negotiable knowledge delve into the core of this concept. When it comes to diversity in pedagogy, non-negotiable knowledge can be defined as settled issues of what is right or wrong as far as diversity is concerned. For example, there are discriminatory names and titles used to describe some minorities which everyone agrees are wrong and should never be used. Knowing such words and how not to use them is non-negotiable knowledge. However, more so when it comes to political correctness, there is the concept of negotiable knowledge which relates to issues that are not yet in black and white. For example, the transgender issue is relatively new and what can or cannot be said to avoid offending a transgender person can fall under negotiable knowledge.
Question 4: Peace Education in Canada
Peace education is necessary for Canada to ensure that the social hegemony currently being experienced in the country carries on through to the future and is even improved. Whereas Canada may be enjoying a higher level of hegemony when it comes to diversity, it is also true that the demography of Canada keeps on changing. There are rising numbers of different races and also different demographic affiliations. Students and pupils are the future of Canada and for that future to remain as socially sound as the current generation is, peace education is critical.
Question 5: Interconnection between Environmental and Diversity Issues
In my opinion, diversity and environmental issues are both social justice and moral issues. A community that is conscious about one of the two issues would more often than not also be conscious of the other. Both environmental and diversity issues entail an element of selfishness or selflessness. To be conscious about diversity issues entails being able to place other humans above the self while in environmental issues it entails putting others, including other species above the self. Further, the repercussions of environmental and diversity issues affect both the self and others. A failure to protect the environment, for example, leads to environmental degradation that affects all including perpetrators. Similarly, failing to protect the diverse members of the community leads to a divided society that affects all parties including the perpetrators. Finally, environmental and diversity issues affect both the present and the future. For example, the current world is paying the price or environmental and diversity ills of the past while the future will also pay the price for the ills of the present. The two sets of issues thus have a lot of congruency.
Conclusion
Education combines the elimination of ignorance, enlightenment, sharing of knowledge, and preparation for future life. It is critical that instructors are able to comprehensively cover all these in the process of teaching. Seven graders are just moving from being children who are closely chaperoned and easily forgiven for committing social ills into grownups who are expected to take care of themselves. At this age, it is important to carefully and comprehensively teach them about diversity issues so that they can be socially aware members of the community. Over and above teaching on diversity issues, teachers must also lead by example.
