Re-Framing, Re-Imagining, and Re-Tooling Curricula from the Grassroots: The Chicago Grassroots Curriculum Taskforce

Autor/inn/en	Pulido, Isaura B.; Miglietta, Anton; Cortez, Gabriel Alejandro; Stovall, David; Aviles de Bradley, Ann
Titel	Re-Framing, Re-Imagining, and Re-Tooling Curricula from the Grassroots: The Chicago Grassroots Curriculum Taskforce
Quelle	In: Current Issues in Comparative Education, 15 (2013) 2, S.84-95 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Partnerships in Education; Urban Schools; Public Schools; Curriculum Development; Culturally Relevant Education; Citizen Participation; Activism; Universities; Educational Change; Community Cooperation; Schools of Education; Social Justice; Conferences (Gatherings); Administrator Education; Illinois + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Aktivismus; Politischer Protest; University; Universität; Bildungsreform; Erziehungswissenschaftliche Fakultät; Soziale Gerechtigkeit
Abstract	This article explores the work of the Grassroots Curriculum Taskforce (CGCT), a Chicago-based collaborative that engages in collective production of curricula that more adeptly capture the cultural, economic, and political realities of Chicago Public Schools' students. We first examine the collaborative processes CGCT undertook with parents, teachers, students, community members/activists, and educational researchers to produce their first unit, Urban Renewal or Urban Removal (URUR). The second section explores CGCT and Northeastern Illinois University's College of Education's collaborative effort to partner with practitioners, educators, students, and communities to invest in liberatory grassroots K-12 curriculum while becoming partners in its development. CGCT partnerships are firmly grounded in a framework of mutual respect for the knowledge and expertise that parents, students, teachers, and community members bring to bear on K-12 education. The final section highlights challenges encountered when engaging in grassroots efforts. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10