Jre`ne Rahm directed attention to another issue that we may face as educators when she stated
Unfortunately, there is typically little time for such kinds of projects and scaffolding on part of the teacher that could result in the kind of genuine learning described in the regular, fast paced curricula of schooling with an emphasis on performance and high stakes testing rather than a celebration of hybridity and students’ funds of knowledge. (Rahm, 2008, p. 118)
To me, this implies that the emphasis on achievement and testing places limits on the time that we need to focus on, or as Rahm stated “celebrate” the hybridity and funds of knowledge of our students. This may be an issue if were are striving for an equitable education for all. From
Unfortunately, there is typically little time for such kinds of projects and scaffolding on part of the teacher that could result in the kind of genuine learning described in the regular, fast paced curricula of schooling with an emphasis on performance and high stakes testing rather than a celebration of hybridity and students’ funds of knowledge. (Rahm, 2008, p. 118)
To me, this implies that the emphasis on achievement and testing places limits on the time that we need to focus on, or as Rahm stated “celebrate” the hybridity and funds of knowledge of our students. This may be an issue if were are striving for an equitable education for all. From