Teaching racial history. Enacting curriculum in discretionary spaces.

Autor/inn/en	Reisman, Abby; Jay, Lighting
Titel	Teaching racial history. Enacting curriculum in discretionary spaces.
Quelle	In: Journal of curriculum studies, 54 (2022) 6, S. 751-771Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 769-771
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2022.2049883
Schlagwörter	Lehrerbildung; Curriculum; Unterricht; Rassismus
Abstract	Despite decades of research to the contrary, public discourse continues to insist on the direct power of curriculum to shape student learning, rather than acknowledge the complex and situated ways that teachers and curricular materials interact to shape enacted instruction. In this paper, we use a model of curriculum enactment to illustrate the complex factors influencing this interaction between teachers and curriculum. We examine how two teachers enact two different lessons on racial history and ask whether and how this interaction led to opening or closing of opportunities for interpretation. Our analysis led us to generate three types of historical interpretations that were potentially available for discussion across these two lessons: (a) textual interpretations centred on how a particular text should be understood; (b) political interpretations centred on how history should be remembered in the present; (c) structural interpretations centred on causal explanations for racism. The results of this study suggest that developing teacher knowledge for facilitating discourse about racial history will need to be steeped in enactment and contextualized in teachers' broader identities and experiences.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1