I think that the way that curriculum is implemented is largely based on the many different ideas that come from curriculum theorists such as , , and . In Saskatchewan, I believe that curriculum structure is developed based off of these theorists ideas, but the curriculum content itself is informed by government representatives from the Ministry of Education, FSIN members, SIIT members, textbook publishers, community members, and in small part, teachers.
According to Levin (2008), “main education stakeholder groups” comprised of “teachers, principals, senior administrators, and elected local authorities” , as well as “some
combination of national, local, and school participation; and in federal systems, education governance will have a fourth (and often primary) level at the state or province” (p.16). One concern about the provincial government holding the primary stake in curricula is that “The central role of governments inevitably brings into play a range of both political and bureaucratic elements” (Levin, 2008, p.16). Levin goes on to say that although there is often only one government official “charged with the responsibility” of education, often the curriculum can be influenced by the opinions of other political leaders (2008). After completing the reading, I realized that what I’ve been taught and thought before the reading was not too far off. What concerns me is that, as we’ve seen in Ontario, political influences can sometimes supersede what the teachers and students want, even though they’re the ones that are most directly affected.