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001 ocn951742385;

003 OCoLC;

005 20170427123430.0;

008 160525t20162016nyu b 001 0 eng ;

010 a| 2016015808;

019 a| 941876829;

020 a| 9780807756782 (pbk. : alk. paper);

020 a| 0807756784 (pbk. : alk. paper);

020 a| 9780807756799 (hardcover : alk. paper);

020 a| 0807756792 (hardcover : alk. paper);

020 z| 9780807773932 (ebook);

035 a| (Sirsi) 99970934823;

035 a| 99970934823;

035 a| (OCoLC)951742385z| (OCoLC)941876829;

042 a| pcc;

043 a| n-us---;

050 00 a| LB1570b| .A94 2016;

082 00 a| 375/.001;

100 1 a| Au, Wayne,d| 1972-e| author.=| ^A787376;

245 10 a| Reclaiming the multicultural roots of U.S. curriculum :b| communities of color and official knowledge in education /c| Wayne Au, Anthony L. Brown, Dolores Calderón ; afterword by Michael Dumas.;

264 1 a| New York :b| Teachers College Press,c| [2016];

300 a| xii, 180 pages ;c| 24 cm.;

336 a| text2| rdacontent;

337 a| unmediated2| rdamedia;

338 a| volume2| rdacarrier;

490 1 a| Multicultural education series;

504 a| Includes bibliographical references and index.;

505 0 a| 1. The Peculiar Sensation of Curriculum History: Challenging the Canon of Curriculum Studies -- Understanding the Context of Curricular Silence -- The Master Narrative at the Foundation of Curriculum Studies -- Digging in the Crates: A Guiding Metaphor to Critical Revisionist Curricular History --Theoretical Lenses -- The Chapters -- 2. Education for Colonization or Education for Self-Determination? Early Struggles over Native American Curricular Sovereignty -- Indigenous Curriculum for All of Time -- The Advent of "Indian Education" Under the Federal Indian Policies of the United States -- Curricular Genocide and Curricular Self-Determination: The Challenges of Native Curricular Discourse -- Curricular Discourse During Colonial Times -- Curricular Self-Determination in the Context of Colonization -- Federal Off-Reservation Boarding Schools -- Curricular Genocide and the Assault on Indian Identity -- Rebelling Against Curricular Genocide -- Reappropriation, Survival, and National Resistance Through Schooling -- Indian Education and the Progressive Era of Curriculum Reform -- Conclusion -- 3. Cultural Maintenance or "Americanization"? Transnational Curriculum and the "Problem" of Chinese American and Japanese American Education in the Early 20th Century -- Asian America and the Focus of this Chapter -- Historical Context for Chinese and Japanese American Curricular Discourse -- Early Chinese American Transnational Curricular Discourse -- Early Japanese American Transnational Curricular Discourse -- Conclusion -- 4. Colonial Legacies: Shaping the Early Mexican American Discourse in Texas and New Mexico -- Mexican Americans and the Focus of This Chapter -- Colonial Origins of Mexican American Curricular Discourse -- The Context of New Mexico -- The Context of Texas -- Mexican American Racial Ambiguity and the Impact on Schooling -- From Colonization to Segregation in Schools: Two Sides of the Same Coin -- Eugenics, IQ Testing, and the Segregation of Mexicans and Mexican Americans -- Challenging and Resisting Segregated Schooling -- Early Life and Educational Trajectory of George I. Sánchez -- The Many Influences on the Work and Life of George I. Sánchez -- Conclusion -- 5. African American Curriculum History: A Revisionist Racial Project -- The Context of African American Curricular Revision -- The Nadir: Theology, Science, and Curriculum -- African American Image Making and the U.S. Curriculum -- Children's Literature and the Curriculum of Race Making -- Textbooks and Race Making -- Reconstructing the "Negro": A Revisionist Ontological Project -- Journal of Negro Education as Countercurricular Space -- The Critical Appraisals of the Journal of Negro Education -- Against Anti-Black Curriculum: Textbooks, Encyclopedias, and Children's Literature -- Concluding Thoughts on African American Curricular History -- 6. Conclusion -- Afterword: What We Must Know /Michael Dumas -- Notes -- References -- Index -- About the Authors.;

505 0 a| 1. The peculiar sensation of curriculum history: challenging the canon of curriculum studies -- 2. Education for colonization or education for self-determination?: early struggles over Native American curricular sovereignty -- 3. Cultural maintenance or "Americanization"?: transnational curriculum and the "problem" of Chinese American and Japanese American education in the early 20th century -- 4. Colonial legacies: shaping the early Mexican American discourse in Texas and New Mexico -- 5. African American curriculum history: a revisionist racial project -- 6. Conclusion.;

520 1 a| "This book serves as a much needed correction to the glaring gaps in U.S. curriculum history. Chapters focus on the curriculum discourses of African Americans, Native Americans, Asian Americans, and Latinos during what has been construed as the 'founding' period of curriculum studies, reclaiming their historical legacy and recovering the multicultural history of educational foundations in the United States."--Page [4] of cover.;

520 a| Within curriculum studies, a "master narrative" has developed into a canon that is predominantly White, male, and associated with institutions of higher education. This canon has systematically neglected communities of color, all of which were engaged in their own critical conversations about the type of education that would best benefit their children. Building upon earlier work that reviewed curriculum texts, this book serves as a much-needed correction to the glaring gaps in U.S. curriculum history. Chapters focus on the curriculum discourses of African Americans, Native Americans, Asian Americans, and Latinos during what has been construed as the "founding" period of curriculum studies, reclaiming their historical legacy and recovering the multicultural history of educational foundations in the United States. -- Provided by publisher.;

650 0 a| Curriculum changez| United States.=| ^A189878;

650 0 a| Multicultural educationz| United States.=| ^A321750;

650 7 a| Curriculum change.2| fast0| (OCoLC)fst00885362;

650 7 a| Multicultural education.2| fast0| (OCoLC)fst01028816;

651 7 a| United States.2| fast0| (OCoLC)fst01204155?| UNAUTHORIZED;

653 a| Education--Effect of multiculturalism on;

700 1 a| Brown, Anthony Lamar,e| author.=| ^A1319953;

700 1 a| Aramoni Calderón, Dolores,e| author.=| ^A1319758;

776 08 i| Online version:a| Au, Wayne, 1972- author.t| Reclaiming the multicultural roots of U.S. curriculumd| New York, NY : Teachers College Press, 2016z| 9780807773932w| (DLC) 2016027372;

830 0 a| Multicultural education series (New York, N.Y.)=| ^A388710;

949 i| 30372016628205o| jjlm;

960 o| 1s| 36.95t| Joyner48u| JEDUz| USD;

596 a| 1;

998 a| 4632623;

999 a| LB1570 .A94 2016w| LCc| 1i| 30372016628205d| 12/7/2020e| 8/29/2020l| JGESm| JOYNERn| 4r| Ys| Yt| JGESBKu| 3/14/2017x| BOOKz| JSTACKSo| .STAFF. jjlm;

Reclaiming the multicultural roots of U.S. curriculum : communities of color and official knowledge in education / Wayne Au, Anthony L. Brown, Dolores Calderón ; afterword by Michael Dumas.

Author/creator	Au, Wayne, 1972- author.
Other author	Brown, Anthony Lamar, author.
Other author	Aramoni Calderón, Dolores, author.
Format	Book
Publication	New York : Teachers College Press, [2016]
Copyright Date	©2016
Description	xii, 180 pages ; 24 cm.
Subjects	Education--Curricula. --Social aspects. --United States. Curriculum change--United States. Multicultural education--United States.

Series	Multicultural education series Multicultural education series (New York, N.Y.) ^A388710
Contents	1. The Peculiar Sensation of Curriculum History: Challenging the Canon of Curriculum Studies -- Understanding the Context of Curricular Silence -- The Master Narrative at the Foundation of Curriculum Studies -- Digging in the Crates: A Guiding Metaphor to Critical Revisionist Curricular History --Theoretical Lenses -- The Chapters -- 2. Education for Colonization or Education for Self-Determination? Early Struggles over Native American Curricular Sovereignty -- Indigenous Curriculum for All of Time -- The Advent of "Indian Education" Under the Federal Indian Policies of the United States -- Curricular Genocide and Curricular Self-Determination: The Challenges of Native Curricular Discourse -- Curricular Discourse During Colonial Times -- Curricular Self-Determination in the Context of Colonization -- Federal Off-Reservation Boarding Schools -- Curricular Genocide and the Assault on Indian Identity -- Rebelling Against Curricular Genocide -- Reappropriation, Survival, and National Resistance Through Schooling -- Indian Education and the Progressive Era of Curriculum Reform -- Conclusion -- 3. Cultural Maintenance or "Americanization"? Transnational Curriculum and the "Problem" of Chinese American and Japanese American Education in the Early 20th Century -- Asian America and the Focus of this Chapter -- Historical Context for Chinese and Japanese American Curricular Discourse -- Early Chinese American Transnational Curricular Discourse -- Early Japanese American Transnational Curricular Discourse -- Conclusion -- 4. Colonial Legacies: Shaping the Early Mexican American Discourse in Texas and New Mexico -- Mexican Americans and the Focus of This Chapter -- Colonial Origins of Mexican American Curricular Discourse -- The Context of New Mexico -- The Context of Texas -- Mexican American Racial Ambiguity and the Impact on Schooling -- From Colonization to Segregation in Schools: Two Sides of the Same Coin -- Eugenics, IQ Testing, and the Segregation of Mexicans and Mexican Americans -- Challenging and Resisting Segregated Schooling -- Early Life and Educational Trajectory of George I. Sánchez -- The Many Influences on the Work and Life of George I. Sánchez -- Conclusion -- 5. African American Curriculum History: A Revisionist Racial Project -- The Context of African American Curricular Revision -- The Nadir: Theology, Science, and Curriculum -- African American Image Making and the U.S. Curriculum -- Children's Literature and the Curriculum of Race Making -- Textbooks and Race Making -- Reconstructing the "Negro": A Revisionist Ontological Project -- Journal of Negro Education as Countercurricular Space -- The Critical Appraisals of the Journal of Negro Education -- Against Anti-Black Curriculum: Textbooks, Encyclopedias, and Children's Literature -- Concluding Thoughts on African American Curricular History -- 6. Conclusion -- Afterword: What We Must Know /Michael Dumas -- Notes -- References -- Index -- About the Authors.
Contents	1. The peculiar sensation of curriculum history: challenging the canon of curriculum studies -- 2. Education for colonization or education for self-determination?: early struggles over Native American curricular sovereignty -- 3. Cultural maintenance or "Americanization"?: transnational curriculum and the "problem" of Chinese American and Japanese American education in the early 20th century -- 4. Colonial legacies: shaping the early Mexican American discourse in Texas and New Mexico -- 5. African American curriculum history: a revisionist racial project -- 6. Conclusion.
Review	"This book serves as a much needed correction to the glaring gaps in U.S. curriculum history. Chapters focus on the curriculum discourses of African Americans, Native Americans, Asian Americans, and Latinos during what has been construed as the 'founding' period of curriculum studies, reclaiming their historical legacy and recovering the multicultural history of educational foundations in the United States."--Page [4] of cover.
Abstract	Within curriculum studies, a "master narrative" has developed into a canon that is predominantly White, male, and associated with institutions of higher education. This canon has systematically neglected communities of color, all of which were engaged in their own critical conversations about the type of education that would best benefit their children. Building upon earlier work that reviewed curriculum texts, this book serves as a much-needed correction to the glaring gaps in U.S. curriculum history. Chapters focus on the curriculum discourses of African Americans, Native Americans, Asian Americans, and Latinos during what has been construed as the "founding" period of curriculum studies, reclaiming their historical legacy and recovering the multicultural history of educational foundations in the United States. -- Provided by publisher.
Bibliography note	Includes bibliographical references and index.
Issued in other form	Online version: Au, Wayne, 1972- author. Reclaiming the multicultural roots of U.S. curriculum New York, NY : Teachers College Press, 2016 9780807773932
LCCN	2016015808
ISBN	9780807756782 (pbk. : alk. paper)
ISBN	0807756784 (pbk. : alk. paper)
ISBN	9780807756799 (hardcover : alk. paper)
ISBN	0807756792 (hardcover : alk. paper)

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Reclaiming the multicultural roots of U.S. curriculum : communities of color and official knowledge in education / Wayne Au, Anthony L. Brown, Dolores Calderón ; afterword by Michael Dumas.

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