The More Things Change, the More They Stay the Same: Excavating Race and the Enduring Racisms in U.S. Curriculum

Autor/inn/en	Brown, Anthony L.; Brown, Keffrelyn D.
Titel	The More Things Change, the More They Stay the Same: Excavating Race and the Enduring Racisms in U.S. Curriculum
Quelle	In: Teachers College Record, 117 (2015) 14, S.103-130 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Curriculum Evaluation; Curriculum Research; Race; Critical Theory; Inquiry; Discourse Analysis; Childrens Literature; United States History; Textbook Content; Textbook Research; Educational Practices; Educational History; Educational Theories + Suchen Sie Ihr Suchwort? Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Research; Curriculumreform; Forschung; Rasse; Abstammung; Kritische Theorie; Diskursanalyse; 'Children''s literature'; Kinderliteratur; Lehrbuchtext; Schulbuchforschung; Bildungspraxis; History of education; Bildungsgeschichte; Educational theory; Theory of education; Bildungstheorie
Abstract	Drawing from the theories of racial formation theory and race marking, this chapter explores the durability of racial discourses in school curriculum over time in the United States. The authors' inquiry focuses on racial discourses located in two sources of curricula knowledge: children's literature and U.S. history textbooks. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01