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ERIC Number: EJ1120033
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1521-0960
Disrupting Colonial Narratives in the Curriculum
Masta, Stephanie
Multicultural Perspectives, v18 n4 p185-191 2016
Within the field of critical education studies, scholars argue that social studies curriculum should address colonialism. This article presents a single case study of an eighth grade social studies teacher, and how vestiges of colonialism were evident in his classroom. While class lessons and discussions offered opportunities to engage and challenge colonialism, the teacher opted to either normalize colonialism or erase its influence. Treating colonialism as normal or non-existent in the curriculum does not acknowledge how endemic colonialism is within society, and perpetuates an ideology that continues to marginalize the colonized and their contributions to society.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A