Reclaiming the multicultural roots of U.S. curriculum : communities of color and official knowledge in education
Wayne Au (Author), Anthony Lamar Brown (Author), Dolores Aramoni Calderón (Author), James A. Banks
"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."--Page 4 of cover
xii, 180 pages ; 24 cm
9780807756782, 9780807756799, 0807756784, 0807756792
951742385
1. The peculiar sensation of curriculum history: challenging the canon of curriculum studies
Understanding the context of curricular silence
The master narrative at the foundation of curriculum studies
Digging in the crates: a guiding metaphor to critical revisionist curricular history
Theoretical lenses
The chapters
2. Education for colonization or education for self-determination? Early struggles over Native American curricular sovereignty
Indigenous curriculum for all of time
The advent of "Indian education" under the Federal Indian policies of the United States
Curricular genocide and curricular self-determination: the challenges of native curricular discourse
Curricular discourse during Colonial times
Curricular self-determination in the context of colonization
Federal off-reservation boarding schools
Curricular genocide and the assault on Indian identity
Rebelling against curricular genocide
Reappropriation, survival, and national resistance through schooling
Indian education and the progressive era of curriculum reform
Conclusion
3. Cultural maintenance or "Americanization"? Transnational curriculum and the "problem" of Chinese American and Japanese American education in the early 20th century
Asian America and the focus of this chapter
Historical context for Chinese and Japanese American curricular discourse
Early Chinese American transnational curricular discourse
Early Japanese American transnational curricular discourse
Conclusion
4. Colonial legacies: shaping the early Mexican American discourse in Texas and New Mexico
Mexican Americans and the focus of this chapter
Colonial origins of Mexican American curricular discourse
The context of New Mexico
The context of Texas
Mexican American racial ambiguity and the impact on schooling
From colonization to segregation in schools: two sides of the same coin
Eugenics, IQ testing, and the segregation of Mexicans and Mexican Americans
Challenging and resisting segregated schooling
Early life and educational trajectory of George I. Sánchez
The many influences on the work and life of George I. Sánchez
Conclusion
5. African American curriculum history: a revisionist racial project
The context of African American curricular revision
The nadir: theology, science, and curriculum
African American image making and the U.S. curriculum
Children's literature and the curriculum of race making
Textbooks and race making
Reconstructing the "Negro": a revisionist ontological project
Journal of Negro education as countercurricular space
The critical appraisals of the Journal of Negro education
Against anti-Black curriculum: textbooks, encyclopedias, and children's literature
Concluding thoughts on African American curricular history
6. Conclusion
Afterword: What we must know / Michael Dumas
Notes
References
Index
About the authors