In the complexities of current realities, we are a writing collective of educators interested in placing hope in the present, particularly in composing practices and pedagogies. Drawing on a post-qualitative methodology, we weave together examples of practices of dance/movement, digital movie-making, and soil artivism with specific concepts of…

For the mathematics experience to be liberating, the curriculum must share how and why mathematical knowledge is developed, with special emphasis on its grounding in belief, intuition and subjectivity, and facilitate our understanding of the world in which we live and create and the beliefs we act upon. (Author)

The two-part essay explores problems of developing history curricula and provides a specification for building history curricula that confronts problems about the nature and value of history. Propositions which underlie the specification are also presented. (KC)

Describes a 10 week Saturday program in open-ended, hands-on science activity. Sessions emphasize three stages of learning: (1) messing about with concrete materials; (2) introduction of new equipment and probing questions; and (3) large group sharing session. Discusses the teacher's role and extended activities. (MA)

Evaluations of the relationship of curriculum programs to Jean Piaget's developmental psychology theory are reviewed. These programs include Science Curriculum Improvement Study (SCIS), Man: A Course of Study (MACOS), Family of Man (FOM), and Social Encounter and Research Curriculum for Humanization (SEARCH). Piagetian based research results are…

This document builds on the foundation laid by the 1985 edition of the "Mathematics Framework for California Public Schools" to describe the structure and organization of instructional programs that address the goal of developing mathematical power for all students. An introduction discusses the nature of the proposed reform and the…