The Politics of Curricular Change: Race, Hegemony, and Power in EducationM. Christopher Brown, Roderic R. Land As different and significant peoples have joined its population, the United States has undergone various conceptions of education - its definition, purpose, content, and pedagogy, in primary and secondary schools as well as colleges and universities - and education for the twenty-first century will require curricular change. The quest for an inclusive curriculum - and the politics involved in that quest - is the continuing pursuit of a strategem that both acknowledges and utilizes the racially, ethnically, politically, economically, and linguistically diverse groups, along with the dominant majority, in order to support and maintain diversity, tolerance, and, ultimately, community. The Politics of Curricular Change fills an important void in the existing literature on the relationship of multicultural curricular change to race, hegemony, and power as independent constructs. Given the scant amount of research on how these constructs serve as facilitators of curricular change, this book is timely in its reassessment of the requirements of multiculturalism, and will appeal to national- and state-level policy makers, higher education officials, administrators, faculty, researchers, and the national citizenry. |
Contents
CURRICULAR HEGEMONY THE POLITICS | 6 |
A Sociological Treatise on the Racialized Context | 15 |
Weaving a Womanist Discourse | 128 |
Opportunities Outcomes and ValueBased Ideologies | 162 |
About the Editors | 253 |
Common terms and phrases
academia academic achievement African American children African American students Afrocentric American education and/or antebellum assessment black studies black women Blassingame challenge classroom colleges concepts consciousness construction course created Critical race theory cultural curriculum defined desegregation dialogue discourse discussion dominant Douglass DuBois enslaved African Americans equity ethnic European American example experiences Fennema free blacks groups hegemonic higher education ideologies impact inequality institutions intellectual issues knowledge Ladson-Billings Latino learned to read liberation literacy Literary Society lives mathematics education meritocracy multicultural education narrative National NCTM opportunity to learn opportunity-to-learn framework opportunity-to-learn standards oppression pedagogy perspective plantation political practice privilege problems professors public schools questions racial racism reality relevant responsibility scholars school mathematics segregation slave slavery social South struggle students of color teachers teaching understanding University Press urban voice W. E. B. DuBois white supremacy Woodson York