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Timothy Patterson; Jenni Conrad – Curriculum Inquiry, 2024
In this qualitative multi-case study, we illustrate how three pre-service teachers from varying programs and social positions framed discussions in world history classrooms, and we discuss the broader narratives about the world their discussions communicated. Using critical theories of global citizenship education (GCE) and the Dynamic Systems…
Descriptors: Preservice Teachers, World History, Discussion (Teaching Technique), Global Approach
Truman, Sarah E. – Curriculum Inquiry, 2019
This paper considers how literacy and education more broadly reflect and reproduce world views and communicative practices rooted in the western epistemological conceptualization of what Sylvia Wynter calls "Man". I frictionally think-with Wynter's hybridity of bios and logos (mythoi), and more-than-human theories in relation to an…
Descriptors: English Instruction, Secondary School Students, Literacy, World Views
Lamb, Sharon; Randazzo, Renee – Curriculum Inquiry, 2016
This research explores the question of how a sex education curriculum can be a form of civics education, moving students from a discourse of personal responsibility to a discourse that represents a "we" voice and takes into consideration not only the other person but society. In two 8-week classes delivered in a charter school to a…
Descriptors: Sex Education, Civics, Citizenship Education, Neoliberalism
Sherry, Michael B. – Curriculum Inquiry, 2016
Education researchers have established the value of dialogic, whole-class discussions across content areas. However, such discussions have been defined primarily in terms of questions that enable or constrain interactions among multiple students. Research remains to be done on whether and how the subject matter with which teacher and students…
Descriptors: Grade 9, History Instruction, Teaching Methods, Sociolinguistics
How Do We Know?: Students Examine Issues of Credibility with a Complicated Multimodal Web-Based Text
Baildon, Mark; Damico, James S. – Curriculum Inquiry, 2009
As reading continues to become governed by a spatial "logic of the image" rather than strictly a temporal or linear logic of written language (Kress, 2003), and readers increasingly engage with a range of Internet-based texts, a host of challenges ensue for educators and students alike. One of the most vexing of these challenges deals with…
Descriptors: Credibility, Internet, Multimedia Materials, Video Technology