top_1_963_35.JPG
top_2_1.jpg top_2_2.jpg
 
You Have 0 Item(s) In Cart  |   My Account  |   Order Status  |   Check Out  |   Login  
 
  HOME   PUBLISH   DONATE   ABOUT   CONTACT   HELP   SEARCH  
 
   
Understanding Curriculum as Racial Text
Representations of Identity and Difference in Education
Understanding Curriculum as Racial Text
Click on image to enlarge
Louis A. Castenell Jr. - Editor
William F. Pinar - Editor
SUNY series, Feminist Theory in Education
Price: $60.50 
Hardcover - 322 pages
Release Date: September 1993
ISBN10: 0-7914-1661-5
ISBN13: 978-0-7914-1661-7

Quantity:  
Price: $33.95 
Paperback - 322 pages
Release Date: September 1993
ISBN10: 0-7914-1662-3
ISBN13: 978-0-7914-1662-4

Quantity:  
Available as a Google eBook
for other eReaders and tablet devices.
Click icon below...

Summary Read First Chapter image missing

This book examines issues of identity and difference, both theoretically and as represented in curriculum materials. Here debates over the cultural character of the curriculum are characterized as debates over the American national identity. The editors argue that historically, cultural conservatives have failed to appreciate that the United States is, in a fundamental and central way, an African and African-American place. European Americans are, in a cultural sense, also black, and the failure to teach sequestered suburban (usually Caucasian) students about their (cultural) African and African-American heritage perpetuates their delusion regarding their deeper identities. A curriculum which reflects the non-synchronous identity of Americans is sketched in the last section. Such a curriculum involves not only the inclusion of African and African-American content, but interracial intellectual marriage as well.

Contributors to this book include Peter Taubman, Susan Edgerton, Beverly Gordon, Alma Young, Wendy Luttrell, Cameron McCarthy, Patricia Collins, Roger Collins, Brenda Hatfield, Marianne H. Whatley, and Joe L. Kincheloe.

Louis A. Castenell, Jr. is Dean of the College of Education at the University of Cincinnati. William F. Pinar is Professor in the Department of Curriculum and Instruction in the College of Education at Louisiana State University.

Bookmark and Share
Table of Contents

Preface

1. Introduction
Louis A. Castenell Jr. and Willian F. Pinar

PART 1: RACE AND REPRESENTATIONS OF IDENTITY

An Opening: Identity and Curriculum Politics

2. Canonical Sins
Peter M. Taubman

Race and Representation

3. Love in the Margins: Notes toward a Curriculum of Marginality in Ralph Ellison's Invisible Man and Toni Morrison's Beloved
Susan Huddleston Edgerton

4. Photographic Images of Blacks in Sexuality Texts
Mariamne H. Whatley

5. 'Til Death Do Us Part: AIDS, Race, and Representation
Brenda G. Hatfield

Gender, Race, Class

6. It's in Our Hands: Breaking the Silence on Gender in African American Studies
Patricia Hill Collins

7. Black Women Heroes: Here's Reality Where's the Fiction?
Jewelle Gomez

8. Working-Class Women's Ways of Knowing: Effects of Gender, Race, and Class
Wendy Luttrell

9. Racism and the Limits of Radical Feminism
Lindsay Murphy and Jonathan Livingstone

PART 2: CURRICULUM POLITICS AND REPRESENTATIONS OF DIFFERENCE

Cultural Pluralism and Ethnicity

10. Responding to Cultural Diversity in Our Schools
Roger L. Collins

11. Toward an Understanding of African American Ethnicity
Alma H. Young

Multiculturalism

12. Multicultural Approaches to Racial Inequality in the United States
Cameron McCarthy

A Critical, Emancipatory Curriculum of Difference

13. The Politics of Race, History, and Curriculum
Joe L. Kincheloe

14. Toward Emancipation in Citizenship Education: The Case of African American Cultural Knowledge
Beverly M. Gordon

Conclusion: Toward a Nonsynchronous Identity

15. Separate Identities, Separate Lives: Diversity in the Curriculum
Peter M. Taubman

Coontributors

Name Index

Subject Index
Related Subjects
25439/24910(LGP/SG/FK)
Related Titles

The Other Struggle for Equal Schools
The Other Struggle for Equal Schools		 Educating for Human Rights and Global Citizenship
Educating for Human Rights and Global Citizenship		 Adolescent Development and Rapid Social Change
Adolescent Development and Rapid Social Change		 School as Community
School as Community		 We, the Students and Teachers
We, the Students and Teachers
Grass Roots and Glass Ceilings
Grass Roots and Glass Ceilings		 Constructing Female Identities
Constructing Female Identities		 Struggling To Be Heard
Struggling To Be Heard		 Mathematics Assessment and Evaluation
Mathematics Assessment and Evaluation		 Interactive Technologies and the Social Studies
Interactive Technologies and the Social Studies



 
bottom_1_963_35.jpg