The Big History Project and Colonizing Knowledges in World History Curriculum

Autor/in	Conrad, Jenni
Titel	The Big History Project and Colonizing Knowledges in World History Curriculum
Quelle	In: Journal of Curriculum Studies, 51 (2019) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conrad, Jenni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2018.1493143
Schlagwörter	History Instruction; Interdisciplinary Approach; World History; Culture; Bias; Secondary School Curriculum; Ethnocentrism; STEM Education; Electronic Learning + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Weltgeschichte; Kultur; Ethnozentrismus; STEM
Abstract	This empirical study uses content and frequency analysis to investigate how the Big History Project (BHP) online curriculum represents different racial and cultural groups within its units fusing science and history. The prevalence of a Western Civilizations perspective in curricula offers a challenging irony: that world history could be culturally irrelevant, or inaccurate, for non-Europeans. Drawing on Indigenous, postcolonial and critical social studies scholarship, this study offers a new framework identifying five attributes of a Eurocentric World History curriculum and uses it to analyze BHP. Findings reveal that BHP materials promote Eurocentrism through its content and source selections, across all five attributes of the framework. Implications for curriculum and pedagogy in the social and natural sciences are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01