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| Autor/in | Valdez, Carolina |
|---|---|
| Titel | Flippin' the Scripted Curriculum: Ethnic Studies Inquiry in Elementary Education |
| Quelle | In: Race, Ethnicity and Education, 23 (2020) 4, S.581-597 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1361-3324 |
| DOI | 10.1080/13613324.2018.1497959 |
| Schlagwörter | Ethnic Studies; Active Learning; Inquiry; Elementary School Students; Curriculum Enrichment; Educational Change; Grade 5; Critical Theory; Cultural Awareness; California (Los Angeles) |
| Abstract | This study examines the practical application of ethnic studies inquiry projects to supplement elementary scripted language arts curriculum. Drawing from decolonial theory, the study examines pedagogical strategies in challenging the normalization of colonialism within standards and curriculum. Blending autoethnography and portraiture, data were collected throughout the 2013-2014 academic year, and consisted of observations, artifacts, and field notes from an elementary public school in South Los Angeles. The findings highlight the use of inquiry projects to center Indigeneity and resistance toward classical and internal colonialism. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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