In this article, I (1) argue for approaching processes, events-in-the-making, by means of process categories--to learn, to teach--not by means of categories that denote differences in state and (2) exemplify doing and writing research consistent with process philosophy. To understand process we must not think, research, and write them in terms of…

This discussion examines some of the major issues and attributes of culturally responsive teaching. It begins with explaining my views of culturally responsive teaching and how I incorporate cultural responsiveness in my writing to teach readers what it means. These general conceptual frameworks are followed by a discussion of some specific…

This article introduces Sylvia Schmelkes's contributions in the field of intercultural education. An outstanding Mexican educational researcher, Schmelkes was General Coordinator of the Intercultural and Bilingual General Coordination (GCIBE) at the Mexican Ministry of Public Education from its inception in 2001 until 2007. This article provides a…

Considered one of the forefathers of the social sciences and humanities throughout Latin America, Eugenio Maria de Hostos (1839-1903) also made important contributions to educational thinking, establishing important educational programs in places like Chile and the Dominican Republic. Hostos is also a key historical figure in the struggle for…

Chen's book, "Asia as Method" (Duke University Press, 2010), and his theorization on topics of de-imperialization, de-colonization, de-cold war, as well as on foregrounding epistemologies and frames of reference situated in the diverse contexts in Asia have contributed to empowering scholars and researchers situated not only in Taiwan, but also in…

South Africa's attainment of democracy in 1994 culminated in an educational reform anchored on an outcomes-based curriculum which was initially labelled Curriculum 2005 (C2005). The reform process and ensuing policy was rooted in labour movement debates and informed by the outcomes-based education (OBE) experiences in Australia and New Zealand.…

The article provides a critical appreciation of the educational thought of Fazlur Rahman, a major figure in the 20th-century Muslim modernist trend. By situating his life and work in the history of Muslim reform, the article brings into relief distinctive elements of his intellectual project. Connections between Fazlur Rahman's philosophy of…

This essay review focuses on Daisaku Ikeda (b. 1928) and his curriculum of Soka, or value-creating, education present in two works: "Choose Life: A Dialogue" (Toynbee & Ikeda, 1976) and "Thoughts on Education for Global Citizenship" (Ikeda, 1996b). In reviewing these works, the authors trace the biographical roots of Ikeda's educational philosophy…

This conceptual essay explores how Gerald Vizenor's (Anishinaabe) literary discussions of "shadow survivance" provide opportunities to work against the containment of Indigenous knowledge in mainstream and culture-based curricular practices. More specifically, the essay considers how constructivism is deployed as an opening to the inclusion of…

Supporting learners' public engagement with traumatic histories of mass human violence can develop and sustain reparative relations across and between strained social collectives. In this article I theorize the intrapersonal and inter-political dynamics of psychical and social reparation through a classroom case of reparative learning. I analyze…

In this article, we examine John Updike's short story "A&P" and its depiction of the grocery store as a curricular space re/presenting consumption and resistance to it. We position Updike's fictional A&P as a space where the "big curriculum" (Schubert, 2006a) of consumption is enacted in everyday life and explore both how the curriculum of…

Curricular questions of what and how knowledge should matter take on particular urgency when the knowledge at stake refers to cultural devastation in history. Whereas narratives of progress and discourses of "protecting the child" continue to dominate the public imaginary, a number of curriculum theorists have begun to explore the multiple ways in…

How do democratic practices relate to social justice in our classrooms? What risks to social justice might democratic classroom discussions pose? In this article, I respond to these questions by drawing upon educational scholarship and data from a qualitative study in four U.S. secondary classrooms on the meanings and implications of teaching for…

Recent reforms in the general music curriculum have, for the most part, failed to lessen the attrition rates of African Americans from public school music programs. In this article I assert that an embodied ideal of cultural nobility, exemplified by Auguste Rodin's famous statue, "The Thinker", has unconsciously operated as a template for…

Disparate and contradicting assumptions about culture play a significant role in how the artist is constructed in the public imagination. These assumptions have important implications for how young artists should be educated and for the curriculum of artistic education. In this article, I theorize three conceptions of the role of the artist in…