Description
Book SynopsisThis book brings readers into classrooms and communities to explore critical curriculum issues in the United States throughout the twentieth century by focusing in on the voices of teachers, administrators, students, and families. Framed by an enduring question about curriculum, each chapter begins with an essay briefly reviewing the history of topics such as student resistance, sociopolitical and culturally-centered curricula, curriculum choice, the place and space of curriculum, linguistic policies for sustaining cultural heritages, and grading and assessment. Multiple archival sources follow each essay, which allow readers to directly engage with educators and others in the past. This promotes an in-depth historical analysis of contemporary issues on teaching for social justice in the fields of curriculum studies and curriculum history. As such, this book considers educators in the past—their struggles, successes, and daily work—to help current teachers develop more historically conscious practices in formal and informal education settings.
Table of Contents1. Introduction: Exploring the Enduring Questions of Curriculum in Context2. Where Do Teaching and Learning Happen?3. Who is Excluded? Who is Empowered? Marginalization and Resistance in the Curriculum4. What Is at the Center of the Curriculum?5. Who Chooses What is Taught?6. Which Language(s)?7. How Do We Know What Students Have Learned?8. Ongoing Curriculum Lessons
