La transformación del currículo en una sociedad diversa : ¿quién y cómo se decide el currículum?

The purpose of this article is to show how, in the United States, some states and school districts are transforming their curriculum through ethnic studies. Ethnic studies exists as a result of unequal power relations in which historically marginalized groups have not had the power to define how education will serve their own communities. According to its activists, ethnic studies not only teaches about the cultures of diverse groups, but also reconstructs, the curriculum around the counter-narratives perspectives, epistemologies, and visions of groups that have been treated historically as if their experiences and perspectives were of lesser value. The article begins with a theoretical framework that considers school knowledge as filtered through the perspectives of dominant groups. Sleeter then reviews research on the perspectives that structure the knowledge in school textbooks, showing how it represents narratives of dominant groups, and the impact of those perspectives on minoritized students. Then Sleeter considers ethnic studies as counter-narrative, and reviews research on the academic impact of ethnic studies on students. A limitation of the implementation of ethnic studies is that it addresses specific courses rather than transforming the whole curriculum. Sleeter developed a framework to help teachers transform their lessons and units in all disciplines, using the central ideas of ethnic studies; this framework is presented. The article concludes with a few implications for Spain from this work in the United State

Afterword -- culturally responsive teaching: A reflection

In the process of explaining multicultural education and culturally responsive teaching to preservice teachers, Grant and Sleeter (2007) commented that, “Fantastic teachers, as we observe them teach, are convinced that their students can learn, expect a lot of their students, and find ways to make whatever students bring to school a learning asset” (p. 133). The articles in this issue of Praxis thoughtfully elaborate on this idea, linking culturally responsive teaching with various areas of teacher education, and giving us insightful analyses and many rich examples for the classroom, professional preparation, and school reform

Interview of Christine Sleeter on Multicultural Education: Past, Present, and Key Future Directions

This is an interview of Christine Sleeter on her work in multicultural education over four decades. Links to videos of this interview are available in the Appendix after the references. Transcriptions and videos of Dr. Sleeter’s interview provide plain-spoken content for teacher educators, school administrators, and teachers interested in advancing multicultural education and its critical and practical translation into public school classrooms. The main topics covered in this interview are: (a) the “origins” of multicultural education, (b) the basics of multicultural teaching in student and community relationships, (c) advice for new teachers coming into the profession, (d) discussions of White racism and what White teachers can do, and (e) the new social movement on ethnic studies curriculum. Broadly speaking, this interview provides a plain-spoken account of multicultural education’s past, present, and key future directions from Christine Sleeter, one of the field’s founding and most committed members

Teaching Hidden History: A Case Study of Dialogic Scaffolding in a Hybrid Graduate Course

Using an expanded version of Alexander’s (2008) theory of dialogic teaching developed by Rojas-Drummond, Torreblanca, Pedraza, Vélez, and Guzmán (2013), this case study explored how instructors and students in a hybrid graduate course engaged in the process of dialogic teaching and learning (DTL). In particular, we examined the ways in which scaffolding strategies used in the course supported inquiry-based learning. Our findings suggest that instructors and students engaged in all five dimensions of DTL as defined by Rojas-Drummond et al. (2013), and illuminate the ways in which scaffolding can facilitate inquiry-based learning in interdisciplinary instructional settings

Veal for the table

Cover title

La participación de asociaciones de inmigrantes en escuelas multiculturales del sur de España: sugerencias para la cooperación

Educators globally are struggling with how to serve newly arrived immigrant students. This article presents results of a qualitative study in the south of Spain, investigating contributions immigrant associations can make to multicultural schools. We conducted 55 interviews and one focus group with ilntnigrant associations, and 32 interviews with teachers and school directors. We found the teaching staff and immigrant associations willing and interested in cooperating to improving integration of immigrant children and youth. In particular, both groups saw immigrant associations as potential mediators. Afterward, two participating schools began to take significant steps toward collaborating with nearby immigrant associations.Educadores de todo el mundo están preocupados por la forma de enseñar a los alumnos inmigrantes recién llegados. Este artículo presenta los resultados de un estudio cualitativo llevado a cabo en el sur de España. Esta investigaciíin analiza las contribuciones que las asociaciones de inmigrantes pueden aportar a las escuelas mu1ticulturales. Hemos llevado a cabo 55 entrevistas y un grupo de discusión con las asociaciones de inmigrantes, y 32 entrevistas con los maestros y directores de escuela. Encontramos al personal docente y a las asociaciones de inmigrantes dispuestos e interesados en cooperar para mejorar la integración de los niños y jóvenes inmigrantes. En particular, ambos grupos vieron a las asociaciones de inmigrantes como mediadoras potenciales y como una forma de enseñar al nuevo alumnado partiendo de sus fondos de conocimiento. Después, mostramos como dos escuelas participantes comenzaron a tomar medidas significativas hacia la colaboración con asociaciones de inmigrantes de su entorno.Universidad de Granada. Facultad de Educación y Humanidades (Campus de Melilla

NEPC Review: Representation of Social Groups in U.S. Educational Materials and Why It Matters (New America, December 2021)

Schools are currently the center of controversy over whose voices, knowledge, and perspectives should drive curriculum. A New America report argues that curriculum materials have the potential to engage minoritized students academically and teach everyone about America&rsquo;s diverse peoples. The report provides helpful resources, although it has several limitations. However, taken as a whole, it draws needed attention to the importance of cultural relevance of curriculum materials. </div

Pork for the table

"This circular is a companion publication to Beef for the table.