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In Ted Aoki’s Chapter 24 Taiko Drums and Sushi, Perogies and Sauerkraut: Mirroring a Half-Life in Multicultural Curriculum, the most prominent and thought-provoking concept I took from this was the danger of multiculturalism as a “museum approach, [which] assumes the structure of the viewer-viewed, of the subject-object separation. As such, it is reductive – reducing objects to objects, allowing a study about” (Pinar & Irwin, 2004). This approach looks at things more as objects or events, not as living people and the human essence of the lived history of people.  As I delve deeper into Aoki’s works, I find my mind opening to concepts I was previously unaware of. His critique of the “museum approach” in multicultural education has made me reconsider how I present content in my classroom. I realize it is not enough to showcase diverse cultural artifacts and traditions; I must also engage with the live(d) experiences and narratives of the people behind these cultures. This awareness will influence how I interact with my students and reflect upon my teaching.  When I return to the classroom in September, I plan to be more attuned to the tensions between the planned and live(d) curricula. This awareness will allow me to create a more inclusive and empathetic learning environment where students feel seen and heard.

This shift in perspective aligns with my focus on artificial intelligence (AI) and large language models like ChatGPT and their impact on literacy and education. As I integrate these technologies into my teaching, I want to be more aware of their implications and impacts on students, the education system and my teaching practice. Understanding these dynamics will help me better integrate technology into the learning experiences of 21st-century learners, ensuring that it enhances rather than detracts from their educational journey.

Moreover, my master’s project will be more impactful than I initially thought. As my ideas and concepts evolve, they have transformed into something that more deeply acknowledges the complexities of the curriculum. This transformation has made me more excited about the potential of my project to make a meaningful difference in education. By incorporating Aoki’s insights and being mindful of the human element in multicultural education, I want to create a project that addresses the challenges of modern education and celebrates the richness of diverse cultural experiences.

References

Pinar, W. F., & Irwin, R. L. (2004). Taiko Drums and Sushi, Perogies and Sauerkraut: Mirroring a Half-Life in Multicultural Curriculum                            1. In Curriculum in a New Key. Routledge.