Having been given some additional curriculum time, Kerry Apps and her department made decisions about what had been missing in the previous curriculum diet. Building on an existing enquiry (already published in "Teaching History 176"), Apps decided to focus on how and when the idea of race in its modern sense developed in early modern…

Using an autoethnographic approach, this article draws on my personal experience as an Asian Pacific American (APA) political theorist who has navigated between different institutional spaces to reflect on a phenomenon that I call "elastic racialization" of APAs in higher education and its implications on our pedagogic agenda and…

The "twin pandemics" of racial injustice and COVID-19 have underscored the importance of promoting civic knowledge, skills, dispositions, and engagement among the nation's young people. Although some evidence has demonstrated that civic-learning opportunities are inequitably distributed across U.S. schools and communities, we currently…

Transformative, anti-oppressive curricula, as theorized by Banks (1989, 2014) and Kumashiro (2001, 2009), directly address present-day realities of racism, discrimination, and oppression. According to Banks (1989), a transformative curriculum includes "the infusion of various perspectives, frames of reference, and content from various groups,…

Author Richard Milner IV is a Cornelius Vanderbilt Endowed Chair of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. The author of numerous articles and seven books, his research focuses on urban education, teacher education, and African American literature. Throughout his career studying the…

Drawing on the concept of transformative expectations--that is, the instructional practices that demonstrate teachers' belief systems for the educational justice and empowerment of Chicanx/Latinx youth--this qualitative study explored the expectancy effects of nine classroom teachers with social justice commitments in a school district in…

In this article, I take a creative and autoethnographic approach to reflect upon processes of decolonisation in Indigenous Australian studies classrooms. Positioning myself as a non-Indigenous educator, I take the reader on a journey through my search for pedagogy which makes space for the colonial, difficult and messy politics of race, whiteness…

With the increase in ethnic diversity in the United States, many educators have recognized the need to expand their knowledge of multicultural education in the public schools. The success or failure of multicultural education depends upon the effective preparation of teachers and administrators. These teachers must be competent in the courses they…

A persistent and pervasive disparity in academic achievement exists between ethnic minority and English Learner students and their White and Asian peers. This qualitative single-case study of a high-poverty, high-performing middle school focused on the cultural norms, practices, and programs that were perceived to be contributing to narrowing the…

Background: This longitudinal study examines the long-term effects on the achievement of students at a diverse suburban high school after all students were given accelerated mathematics in a detracked middle school as well as ninth-grade "high-track" curriculum in all subjects in heterogeneously grouped classes. Despite considerable…

This paper presents the research and methodology and analyses used for the "Gaining Ground in the Middle Grades" research. This appendix contains the following sections: (1) Overview; (2) Constructing the Survey Data File; (3) Constructing Composite Independent Variables (Subdomains); (4) Constructing Longitudinal Outcome Variables; (5)…

Womens' studies has created theories about gender and the intersections of gender, race, ethnicity, and sexuality that offer important analytical frameworks for developing multicultural curricula. This chapter reviews the progress of women's studies as a catalyst for the transformation of U.S. higher education curricula. The discussion of feminist…

This appendix accompanies "Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Initial Research Report." This appendix focuses on the findings and domain comparisons of the study. This appendix contains the following: (1) Decision Rules; (2) Full Set of…

Ethnographic studies of multicultural education in classrooms and schools are reviewed, emphasizing studies that have made self-conscious attempts to be culturally inclusive by modifying classroom organization, discourse patterns, or the curriculum. Studies of desegregation and ethnographies of urban schools are not included. The first part of the…

Contributors to this collection of essays describe how they address issues of race, gender, and class in their college courses as they attempt to ensure that their curricula and class discussions represent the perspectives of all students. Essays include: (1) "Introduction" (Kathryn Giesmar and Guitele Nicoleau); (2) "Dialogue…