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This Concept Map, created with IHMC CmapTools, has information related to: Curriculum Chapter 8, norms ???? break out of oppression, fundamentals literature, practices is there negativity, Confronting the Dominant Order Chapter 8 examining Critique pgs. 153-157, transformation happens when students use their own intelligence to take control of their lives. (Windschitl & Joseph pg. 141), accept other sexual orientations, accept other cultures, dominant society must change social order, purposes three important philosophies critical, Beliefs & Practices with Content & Context, the oppressed have "security", I interpret the evaluation of this culture of curriculum to be one that promotes individual growth through direct feedback. I think if implemented carefully, this process of evaluation can be very meaningful to students and promote meaningful learning. I feel the purpose of this whole culture of curriculum is to empower and interest students… However, I know that it is not the only way to empower and interest students. ???? My interpretations?, break out of oppression go for equality, when students use their own intelligence to take control of their lives. (Windschitl & Joseph pg. 141) leads to social transforamtion, "security" in societal expectations, difficult to change ???? no hope, Confronting the Dominant Order Chapter 8 investigating Dilemas of Practice pgs. 152-153, Confronting the Dominant Order Chapter 8 investigating Beliefs & Practices, confrontation to change the status quo, Content & Context The content and context of this culture of curriculum, Confronting the Dominate Order, is best summarized as a curriculum where “students learn how events are experienced by many different people; examination of multiple sources generates multiple realities” (Joseph et al p 149). Students gain these various perspectives by way of a re-presentation of knowledge in the form of a problem, investigations, concrete representation (pictures, story, skit, collage, song—with many sides), themes (dominance and liberation, silence, and justice), role playing, simulations, drama, poetry, readings, journals, brainstorming, classroom celebration, and reflection and action.