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ERIC Number: EJ1030572
Record Type: Journal
Publication Date: 2014-Jun
Pages: 32
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0362-6784
Race, Memory, and Master Narratives: A Critical Essay on U.S. Curriculum History
Brown, Anthony L.; Au, Wayne
Curriculum Inquiry, v44 n3 p358-389 Jun 2014
The field of curriculum studies has a history of looking at its own past, summarizing and synthesizing the trends and patterns across its foundations. Whether through synoptic texts, historical analyses, or edited collections, the field's foundational retrospection typically traces a lineage of curriculum studies that runs through various official committees, university scholars, textbook designers, and school leaders at the turn of the 20th century and into the first few decades. In this critical essay, the authors draw from the theories of cultural memory and critical race theory, to contextualize how the histories of race and curriculum are portrayed. The authors find that, despite curriculum studies' more recent attention to issues of power and identity associated with race, culture, gender, and sexuality, the voices and curricular histories of communities of color in the United States are largely left out of the selective tradition associated with the narrative of the field's foundations. To challenge what amounts to a master narrative of the foundations of curriculum studies, the authors use Charles Mills's (1998) notion of revisionist ontology to explore the curricular conversations that took place in the African American, Native American, Mexican American, and Asian American communities typically left out of the hegemonic history of the field. In doing so, the authors point to the rich curricular history of communities of color and argue for the field of curriculum studies to challenge its own institutional racism and acknowledge the contributions these communities made to its foundations.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A