A tiny thread. It’s Friday.

Unpopular opinion perhaps: is cultural capital within the curriculum such a point of contention because it relies so heavily upon the cultural capital of the teacher who delivers it?

Does the development of subject knowledge need to be accompanied with this awareness of not only what the gold standard of the subject is, but also how to present that effectively to students?

By this, I mean not to say ‘this is the best,’ but ‘these are some of the best- what do you think?’ - @Trivium21c - esque, you may. Do the most effective teachers debate these contentious issues in the same way we might encourage students to debate the standard of the subject?

Is CC such a sticking point because a) CC means very different things to different contexts, b) our own CC start points vary wildly, and c) we have perhaps overlooked this as a key component of effective teaching? If we have?