Within curriculum studies, a "master narrative" has developed into a canon that is predominantly White, male, and associated with institutions of higher education. This canon has systematically neglected communities of color, all of which were engaged in their own critical conversations about the type of education that would best benefit their children. Building upon earlier work that reviewed curriculum texts, this book serves as a much-needed correction to the glaring gaps in U.S. curriculum history. Chapters focus on the curriculum discourses of African Americans, Native Americans, Asian Americans, and Latinos during what has been construed as the "founding" period of curriculum studies, reclaiming their historical legacy and recovering the multicultural history of educational foundations in the United States. Book Features: Challenges the historical foundations of curriculum studies in the United States during the turn of and early decades of the 20th century. Illuminates the curriculum conversations, struggles, and contentions of communities of color. Highlights curriculum historically as a site at the intersection of colonization, White supremacy, and Americanization in the United States. Brings marginalized voices from the community into the conversation of curriculum, typically dominated by university voices.
Wayne Au is an associate professor in the School of Educational Studies, University of Washington Bothell, USA, and editor of Rethinking Schools. Anthony L. Brown is associate professor of curriculum and instruction and African and African diaspora studies at the University of Texas at Austin, USA. Dolores Calderon is assistant professor of education, culture, and society and ethnic studies at the University of Utah, USA.
Dewey Decimal Classfication (DDC)