ERIC Number: ED346096
Record Type: RIE
Publication Date: 1992-Apr
Border Curricula and the Construction of Identity: Implications for Multicultural Theorists.
Davidson, Ann Locke
The question of what constitutes a multicultural curriculum was addressed by examining the experiences of three Latina students, each attending a different urban high school, who were followed through freshman and sophomore years. Two questions guided the inquiry: (1) where is curriculum relevant to ethnicity? and (2) how do students evaluate and respond to ethically relevant curriculum when it is encountered. The emphasis was on students' perceptions and evaluation of three potential sources of ethnically relevant curricula--the explicit (encountered in texts and assignments) and the hidden. The hidden curriculum includes the "relational" (lessons learned about intercultural communication from relationships with peers and teachers) and the "differentiating" (lessons about finding a place in the social structure learned through observations of teacher expectations and students' educational choices). Data were gathered based on interviews; school and classroom observations; student records; students' conceptions of their ethnicity; and family and peer relationships. Findings suggest that only in environments where youth can openly display their ethnicity does curriculum foster an appreciation of diversity; only in environments where disenfranchised youth are enabled to empower themselves do youth have the opportunity to acquire the skills necessary to take effective action against oppression and inequality. (LL)
Descriptors: Context Effect, Cultural Context, Ethnicity, Females, Hidden Curriculum, High School Students, High Schools, Hispanic Americans, Identification (Psychology), Incidental Learning, Multicultural Education, Multicultural Textbooks, Observational Learning, Relevance (Education), Secondary School Curriculum, Secondary School Teachers, Student School Relationship
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on the Context of Secondary School Teaching.
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).