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Muliticultural Education Ser.: Reclaiming the Multicultural Roots of U. S. Curriculum : Communities of Color and Official Knowledge in Education by Dolores Calderón, Wayne Au and Anthony L. Brown (2016, Trade Paperback)
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Reclaiming the Multicultural Roots of . Curriculum : Communities of Color and Official Knowledge in Education, Paperback by Au, Wayne; Brown, Anthony L.; Calderon, Dolores, ISBN 0807756784, ISBN-13 9780807756782, Brand New, Free shipping in the US
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About this product
Product Identifiers
PublisherTeacher's College Press
ISBN-100807756784
ISBN-139780807756782
eBay Product ID (ePID)220453844
Product Key Features
Number of Pages192 Pages
Publication NameReclaiming the Multicultural Roots of U. S. Curriculum : Communities of Color and Official Knowledge in Education
LanguageEnglish
SubjectMulticultural Education, Curricula, General, History
Publication Year2016
TypeTextbook
AuthorDolores Calderón, Wayne Au, Anthony L. Brown
Subject AreaEducation
SeriesMuliticultural Education Ser.
FormatTrade Paperback
Dimensions
Item Height0.4 in
Item Weight9.6 Oz
Item Length9 in
Item Width6.1 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN2016-015808
Dewey Edition23
Reviews"(The authors) challenge the whitewashed master narrative of curriculum history with a text that foregrounds communities of color--namely Indigenous, Chinese American, Japanese American, Mexican American, and African American--as essential to the production of curriculum in U.S. education." --Democracy and Education
Afterword byDumas, Michael
Dewey Decimal375.001
SynopsisBuilding on earlier work that reviewed curriculum texts, this book serves as a much-needed correction to the glaring gaps in US 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., "(The authors) challenge the whitewashed master narrative of curriculum history with a text that foregrounds communities of color--namely Indigenous, Chinese American, Japanese American, Mexican American, and African American--as essential to the production of curriculum in U.S. education." --Democracy and Education 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 around curriculum, typically dominated by university voices., 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 around curriculum, typically dominated by university voices., ?(The authors) challenge the whitewashed master narrative of curriculum history with a text that foregrounds communities of color?namely Indigenous, Chinese American, Japanese American, Mexican American, and African American?as essential to the production of curriculum in U.S. education.? ?Democracy and Education 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 around curriculum, typically dominated by university voices.
LC Classification NumberLB1570.A94 2016
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