Upon reviewing the article, Curriculum Policy and the Politics of What Should Be Learned in School the title alone, politics very well describes how curriculum is developed and implemented. When there is a government in power, policies are applied to many matters that represents the platform of the party. This is dominated by public opinion in regards to setting these policies. Since, education is a commonality of all people, public opinion as to how school curriculum is considered and reviewed is driven by the government in power. Who gets what is very much developed by who is in power, do they want to stay in power and what the current influential groups are demanding from them. What surprised me from the reading is the impact of business corporations that can sway the direction of education policies, and how long reviews of education policies can take before curriculum is adapted. Also, curriculum decisions are weighed heavily by public debate, which goes beyond the classroom. 

            At one point, the article had indicated that the government in Ontario was to remove Grade 12 calculus from offered subjects. This decision proved to be inconsistent, as public opinion and beliefs hold an abundant number of inconsistences. The policy as intended by the government, no longer was what the people believed, wanted, or would accept. However, at one time it was. This concern provided an alternative avenue to pursue, one in which a curriculum review party was formed which consisted of nonexpert participants as well as curriculum developers. These review panels would more likely have parents or students, non-educators and community partners, who would bring a diverse interest to aid in the direction of curriculum policies. The case example in the article can thereby be use with success to develop a more inclusive Treaty Education program in Saskatchewan. Curriculum review panels would include Elders, students, parents and community partners. New Curriculum Counsels as these would contribute greatly to the Ministry of Education’s curriculum platform policies. With any new adaptation of review procedures, tension can arise. The mainstream way of policy research and reviews would adapt to allow for alternative concepts, suggestions and utilizations. It takes time to have evolution for the enhancement of superior ways of knowing. Adjusting policies is more than a governments platform, or industries mandate. It is about teaching, it’s about supplying a greater way of knowing, thereby a superior approach to curriculum development in Saskatchewan.