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ERIC Number: EJ825132
Record Type: Journal
Publication Date: 2009-Jan
Pages: 14
Abstractor: ERIC
Reference Count: 21
ISSN: ISSN-0362-6784
Traversing Territories
Gallagher, Kathleen
Curriculum Inquiry, v39 n1 p97-110 Jan 2009
This article presents a review of five chapters in "Part II, Section C: Diversifying Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). These chapters ["Curriculum and Cultural Diversity" (Gloria Ladson-Billings, Keffrelyn D. Brown. Chapter 8, pp. 153-175); "Identity, Community, and Diversity: Retheorizing Multicultural Curriculum for the Postmodern Era" (Sonia Nieto, Patty Bode, Eugenie Kang, John Raible. Chapter 9, pp. 176-197); "Students' Experience of School Curriculum: The Everyday Circumstances of Granting and Withholding Assent to Learn" (Frederick Erickson, with Rishi Bagrodia, Alison Cook-Sather, Manuel Espinoza, Susan Jurow, Jeffrey J. Shultz, Joi Spencer. Chapter 10, pp. 198-218); "Immigrant Students' Experience of Curriculum: The Changing Multicultural and Multilingual World Landscape" (Ming Fang He, JoAnn Phillion, Elaine Chan, Shijing Xu. Chapter 11, pp. 219-239); and "Teaching for Diversity: The Next Big Challenge" (Mel Ainscow. Chapter 12, pp. 240-259)] make clear that, while different definitions operate within the varying conceptions of curriculum, fundamental notions of being in the world and relating to one another are at stake. Chapter 8 employs the lens of critical race theory to look at the curriculum as an educational and cultural property, explores the relationship between the curriculum and national or sociocultural panics, reviews the literature on curriculum and cultural diversity from 1970 to the present, and proposes a curriculum for the 21st century. Chapter 9 turns to the physical environments for discussion of curriculum, using a "social justice and equity lens." In Chapter 10, the authors focus on the current increased attention being paid to students' experiences of schooling. The authors of Chapter 11 explore immigrant students' experiences of curriculum from multiple perspectives. Chapter 12 discusses the "medical model" of assessment in schools, which explains educational difficulties as children's deficits.
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Publication Type: Book/Product Reviews; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A