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Curriculum Inquiry Volume 44, 2014 - Issue 3
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Articles

Race, Memory, and Master Narratives: A Critical Essay on U.S. Curriculum History

Anthony L. BrownUniversity of TexasAustin, Texas, USA
&
Wayne AuUniversity of WashingtonBothell, Washington, USA
Pages 358-389 | Published online: 07 Jan 2015

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Paul William Eaton & Kirsten Robbins. (2023) Practicing truth-telling inquiry: Parrhesia in daily lived experiences. Educational Philosophy and Theory 55:13, pages 1474-1486.
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Bonnie Lewis & Ryan M. Crowley. (2023) “If they were white and middle class”: The possessive investment in whiteness in U.S. History textbooks’ portrayal of 20th-century social democratic reforms. Theory & Research in Social Education 0:0, pages 1-24.
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Chris Seeger, Tiffany Mitchell Patterson & Maria Gabriela Paz. (2023) Reckoning with white supremacy and anti-Black racism in the Virginia US history standards. Curriculum Inquiry 53:3, pages 268-289.
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Tadashi Dozono. (2023) Eugenic ideology and the world history curriculum: How eugenic beliefs structure narratives of development and modernity. Theory & Research in Social Education 0:0, pages 1-30.
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Delandrea Hall. (2023) “Come as you are. We are a family.”: Examining Hip Hop, belonging, and civicness in social studies. Theory & Research in Social Education 0:0, pages 1-29.
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Paul William Eaton. (2023) James Baldwin’s curricular voice: Interrogating whiteness as curriculum. Curriculum Inquiry 53:1, pages 75-98.
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Maureen Emerson Feit & Billie Sandberg. (2022) The Dissonance of “Doing Good”: Fostering Critical Pedagogy to Challenge the Selective Tradition of Nonprofit Management Education. Public Integrity 24:4-5, pages 486-503.
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Kaitlin E. Popielarz. (2022) “Change your approach”: how youth organizers, adult allies, and teacher candidates engage in the praxis of community-based pedagogy within teacher education. International Journal of Qualitative Studies in Education 0:0, pages 1-23.
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Jacqueline Bach. (2021) Disruptive gratitude: Challenging relationships between fangirls and curriculum theory. Curriculum Inquiry 51:3, pages 366-380.
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Daniel D. Liou & Kelly Deits Cutler. (2021) Disrupting the educational racial contract of Islamophobia: racialized curricular expectations of Muslims in children’s literature. Race Ethnicity and Education 24:3, pages 410-430.
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Justin A. Coles. (2021) “It’s really geniuses that live in the hood”: Black urban youth curricular un/makings and centering Blackness in slavery’s afterlife. Curriculum Inquiry 51:1, pages 35-56.
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Esther O. Ohito & Keffrelyn D. Brown. (2021) Feeling safe from the storm of anti-Blackness: Black affective networks and the im/possibility of safe classroom spaces in Predominantly White Institutions. Curriculum Inquiry 51:1, pages 135-160.
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Melissa Gibson. (2020) From deliberation to counter-narration: Toward a critical pedagogy for democratic citizenship. Theory & Research in Social Education 48:3, pages 431-454.
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Abby Reisman, Lisette Enumah & Lightning Jay. (2020) Interpretive frames for responding to racially stressful moments in history discussions. Theory & Research in Social Education 48:3, pages 321-345.
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Langston Clark, Marcus W. Johnson, Latrice Sales & LaGarrett King. (2020) Remember the titans: The lived curriculum of Black physical education teacher education scholars in the U.S.. Sport, Education and Society 25:5, pages 507-517.
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Justin Grinage. (2020) Singing and dancing for diversity: Neoliberal multiculturalism and white epistemological ignorance in teacher professional development. Curriculum Inquiry 50:1, pages 7-27.
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Subini Ancy Annamma & Tamara Handy. (2019) DisCrit solidarity as curriculum studies and transformative praxis. Curriculum Inquiry 49:4, pages 442-463.
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Mildred Boveda, Ganiva Reyes & Brittany Aronson. (2019) Disciplined to access the general education curriculum: Girls of color, disabilities, and specialized education programming. Curriculum Inquiry 49:4, pages 405-425.
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James C. Jupp, Theodorea Regina Berry, Amanda Morales & Ann Mogush Mason. (2018) What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences. Teaching Education 29:4, pages 305-317.
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Neil T. Ramjewan, Christy Guthrie & Rubén Gaztambide-Fernández. (2018) Publishing as pedagogy: Essays from the 2017 Curriculum Inquiry Writers’ Retreat. Curriculum Inquiry 48:3, pages 261-272.
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Sara B. Demoiny & Jessica Ferraras-Stone. (2018) Critical Literacy in Elementary Social Studies: Juxtaposing Historical Master and Counter Narratives in Picture Books. The Social Studies 109:2, pages 64-73.
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Sophie Rudolph, Arathi Sriprakash & Jessica Gerrard. (2018) Knowledge and racial violence: the shine and shadow of ‘powerful knowledge’. Ethics and Education 13:1, pages 22-38.
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Quentin Wheeler-Bell. (2017) Standing in need of justification: Michael Apple, R.S. Peters and Jürgen Habermas. Journal of Curriculum Studies 49:4, pages 561-578.
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Esther Oganda Ohito. (2016) Refusing curriculum as a space of death for Black female subjects: A Black feminist reparative reading of Jamaica Kincaid's “Girl”. Curriculum Inquiry 46:5, pages 436-454.
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Wayne Au. (2023) Curriculum Standpoint for Social Justice: Understanding the Politics of School Knowledge. Revista Internacional de Educación para la Justicia Social 12:2, pages 11-24.
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Mykola Makhortykh. (2023) The user is dead, long live the platform? Problematising the user-centric focus of (digital) memory studies. Memory Studies 16:6, pages 1500-1512.
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Владимир Малахов & Денис Летняков. (2023) Крушение гегемониальной нормальности: миграция и политика памяти в США, Великобритании и Франции. Полис. Политические исследования, pages 60-74.
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Sarah A. Mathews* & Denisha Jones. (2023) Black Lives Matter at School: Using the 13 Guiding Principles as Critical Race Pedagogies for Black Citizenship Education. The Journal of Social Studies Research 47:1, pages 15-28.
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Yiting Chu. 2023. To Be a Minority Teacher in a Foreign Culture. To Be a Minority Teacher in a Foreign Culture 269 283 .
Nathalia E. Jaramillo & Erik Malewski. 2023. Handbook of Curriculum Theory and Research. Handbook of Curriculum Theory and Research 1 18 .
Kevin Cataldo & Samantha Harrienger. 2022. Handbook of Research on Advancing Teaching and Teacher Education in the Context of a Virtual Age. Handbook of Research on Advancing Teaching and Teacher Education in the Context of a Virtual Age 251 269 .
Yvonne M. Baptiste. (2021) Digital Feast and Physical Famine: The Altered Ecosystem of Anatomy Education due to the Covid‐19 Pandemic. Anatomical Sciences Education 14:4, pages 399-407.
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Charley Brooks. (2021) Discursive differences in teaching the Brown v. Board of Education of Topeka decision and the preservation of narratives of American progress. History Education Research Journal 18:1.
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Lisette Enumah. (2021) White Supremacy and Teacher Education: Balancing Pedagogical Tensions When Teaching about Race. Teachers College Record: The Voice of Scholarship in Education 123:1, pages 1-44.
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Cati V. de los Ríos. (2020) “Got Libros?”: Exploring Patrons’ Experiences with Latinx History and Literature at La Casa Azul Bookstore. Anthropology & Education Quarterly 51:4, pages 422-439.
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Cati V. de los Ríos. (2020) Writing Oneself Into the Curriculum: Photovoice Journaling in a Secondary Ethnic Studies Course. Written Communication 37:4, pages 487-511.
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Andrea M. Hawkman. (2023) “Let's Try and Grapple All of This”: A Snapshot of Racial Identity Development and Racial Pedagogical Decision Making in An Elective Social Studies Course. The Journal of Social Studies Research 43:3, pages 215-228.
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Neil Shanks. (2019) Economics (Only) Now: the Temporal Limitations of Economics as Part of A Critical Social Studies Pedagogy. Education Sciences 9:1, pages 36.
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Boni Wozolek. (2018) The Mothership Connection: Utopian Funk from Bethune and Beyond. The Urban Review 50:5, pages 836-856.
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Maria Leake. 2018. The Palgrave Handbook of Race and the Arts in Education. The Palgrave Handbook of Race and the Arts in Education 347 372 .
Christopher B. Crowley. (2017) Professional development as product implementation training. Teaching and Teacher Education 67, pages 477-486.
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Christina Passos DeNicolo, Min Yu, Christopher B. Crowley & Susan L. Gabel. (2017) Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants. Review of Research in Education 41:1, pages 500-530.
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Camika Royal & Simone Gibson. (2017) They Schools: Culturally Relevant Pedagogy under Siege. Teachers College Record: The Voice of Scholarship in Education 119:1, pages 1-25.
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