Publication Date
In 2025 | 0 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 4 |
Since 2016 (last 10 years) | 7 |
Since 2006 (last 20 years) | 10 |
Descriptor
Foreign Countries | 6 |
Grade 9 | 4 |
History Instruction | 3 |
Middle School Students | 3 |
Muslims | 3 |
Student Attitudes | 3 |
Citizenship Education | 2 |
Civics | 2 |
Discourse Analysis | 2 |
High School Students | 2 |
History | 2 |
More ▼ |
Source
Curriculum Inquiry | 11 |
Author
Court, Deborah | 1 |
Goodman, Julie | 1 |
Hawkey, Kate | 1 |
Jenni Conrad | 1 |
Kyei Mensah, Phyllis | 1 |
Lamb, Sharon | 1 |
McPhail, Jean C. | 1 |
Noffke, Jane Bunge | 1 |
Pham, Josephine H. | 1 |
Pierson, Joanne M. | 1 |
Rahman, Samiha | 1 |
More ▼ |
Publication Type
Journal Articles | 11 |
Reports - Research | 9 |
Reports - Evaluative | 2 |
Education Level
Middle Schools | 11 |
Junior High Schools | 8 |
Secondary Education | 8 |
High Schools | 6 |
Grade 9 | 4 |
Elementary Education | 1 |
Higher Education | 1 |
Postsecondary Education | 1 |
Audience
Location
United States | 2 |
California (Los Angeles) | 1 |
Canada | 1 |
China | 1 |
District of Columbia | 1 |
Georgia (Atlanta) | 1 |
Ghana | 1 |
Israel | 1 |
Michigan (Detroit) | 1 |
New York (New York) | 1 |
Senegal | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
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
Kyei Mensah, Phyllis – Curriculum Inquiry, 2022
In countries from which enslaved Africans were forcibly taken to the new world, critical discussion of the Transatlantic Slave Trade (TST) and its Diaspora remains elusive, especially in educational spaces. Ghana is one such country that is deeply connected to the TST and yet struggles to engage it in the social studies syllabus. This article…
Descriptors: Slavery, Memory, Junior High School Students, Social Studies
Pham, Josephine H. – Curriculum Inquiry, 2022
In connection with the historical legacy and imaginations of youth of Color advocating for more just and equitable futures, I consider the complex political terrain through which teachers of Color cultivate students' agency for social change within the narrow confines of schooling institutions. In this article, I conceptualize "racial…
Descriptors: Critical Literacy, Critical Race Theory, Social Justice, Racism
Rahman, Samiha – Curriculum Inquiry, 2021
Black Muslim youth confront antiblackness and Islamophobia in US schools and society, yet few studies examine how this population navigates these intersecting oppressions. In addition, there has been a dearth of scholarly literature that explores the educational spaces in which Black Muslim youth are nurtured and affirmed. This article addresses…
Descriptors: African Americans, Muslims, Religious Schools, Islamic Culture
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
Shim, Jenna Min – Curriculum Inquiry, 2012
A major goal of this study was to inquire into and gain an understanding of teachers' emotional responses to cultural differences by investigating how teachers handle stories with intercultural themes. The broader goal was to inquire into teachers' emotional lives that though not necessarily visible to them, nonetheless affect what they perceive…
Descriptors: Foreign Countries, Story Telling, Middle School Teachers, Secondary School Teachers
Hawkey, Kate – Curriculum Inquiry, 2007
This article looks at the changing status of narrative in classroom history and the ways in which narrative is introduced in history classes at Key Stage 3 (ages 11-14) in England. It includes the views of departmental heads responsible for the history curriculum and other history teachers on the place of narrative in the history curriculum as…
Descriptors: Teaching Methods, Foreign Countries, National Curriculum, Narration
Court, Deborah – Curriculum Inquiry, 2006
This article presents the results of an ethnographic case study of an Israeli Arab middle school whose staff and students are Arab Israelis from the Moslem, Druze, and Christian population sectors. Against the Israeli backdrop of multiculturalism, political tensions, and terrorism, this school has created a multi-faceted curriculum for teaching…
Descriptors: Cultural Pluralism, Foreign Countries, Values Education, School Culture
McPhail, Jean C.; Pierson, Joanne M.; Goodman, Julie; Noffke, Jane Bunge – Curriculum Inquiry, 2004
This is a story of 10 middle school students identified with learning disabilities who, along with their teacher, worked together in a human-form sculpture apprenticeship. Their participation was based on their expressed interests in art. Within the apprenticeship, designed and conducted as a studio art class and led by a professional sculptor,…
Descriptors: Studio Art, Sculpture, Mentors, Learning Disabilities