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Curriculum Inquiry Volume 35, 2005 - Issue 1
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Original Articles

Standardizing Knowledge in a Multicultural Society

Christine SleeterCalifornia State University Monterey Bay Seaside, California, USA
&
Jamy StillmanUniversity of California, Los Angeles Los Angeles, California, USA
Pages 27-46 | Published online: 12 Jan 2015

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Andrea M. Hawkman, Noreen Naseem Rodríguez, Sarah B. Shear & Acelynn Perkins. (2023) The greatest lie(s) ever told: Rush Limbaugh and the white supremacist blueprint in middle grades historical fiction. Theory & Research in Social Education 0:0, pages 1-33.
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Brooke Harris Garad. (2021) Fugitivity, Fantasy, Futurity, and Freedom: The Letter F for Critically Analyzing Children’s Literature. Equity & Excellence in Education 54:2, pages 182-195.
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Melissa J. Cuba, Virginia R. Massaro, Carolyn Waters, Susan Watson, Anna M. Cody & Kurt Stemhagen. (2021) Beyond the label: Using a multilevel model of intersectionality to explore the educational experiences of Latino English learners. Journal of Latinos and Education 20:1, pages 62-77.
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Rebecca Buchanan, Tessa Byard, Grace Ferguson, Kayla Billings, Mingwun Dana & Josie Champagne. (2019) Navigating Standardized Spaces in Student Teaching. The Educational Forum 83:3, pages 237-250.
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Alsu Gilmetdinova. (2019) Principals as gatekeepers of language policy implementation in Kazan, Russia. International Journal of Bilingual Education and Bilingualism 22:2, pages 120-137.
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Emily Aragona-Young & Brook E. Sawyer. (2018) Elementary teachers’ beliefs about multicultural education practices. Teachers and Teaching 24:5, pages 465-486.
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Alsu Gilmetdinova & Jake Burdick. (2016) Many Mansions: Conceptualizing Translingual Curriculum. International Multilingual Research Journal 10:2, pages 77-88.
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Sohyun An. (2016) Asian Americans in American History: An AsianCrit Perspective on Asian American Inclusion in State U.S. History Curriculum Standards. Theory & Research in Social Education 44:2, pages 244-276.
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Christine Rogers Stanton. (2014) The Curricular Indian Agent: Discursive Colonization and Indigenous (Dys)Agency in U.S. History Textbooks. Curriculum Inquiry 44:5, pages 649-676.
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Dolores Calderon. (2014) Uncovering Settler Grammars in Curriculum. Educational Studies 50:4, pages 313-338.
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Ana Mouraz, Carlinda Leite & Preciosa Fernandes. (2013) Teachers’ role in curriculum design in Portuguese schools. Teachers and Teaching 19:5, pages 478-491.
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JenniferM. Bondy. (2011) Normalizing English language learner students: a Foucauldian analysis of opposition to bilingual education. Race Ethnicity and Education 14:3, pages 387-398.
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Helen A. Moore, Katherine Acosta, Gary Perry & Crystal Edwards. (2010) Splitting the Academy: The Emotions of Intersectionality at Work. The Sociological Quarterly 51:2, pages 179-204.
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Jory Brass. (2009) Historicizing the Role of Education Research in Reconstructing English for the Twenty‐first Century. Changing English 16:3, pages 275-286.
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Jamy Stillman. (2009) Taking Back the Standards: Equity-Minded Teachers' Responses to Accountability-Related Instructional Constraints. The New Educator 5:2, pages 135-160.
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Concepcíon Maiztegui‐Oñate & Rosa Santibáñez‐Gruber. (2008) Access to education and equity in plural societies. Intercultural Education 19:5, pages 373-381.
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Alexander Cuenca & Andrea M. Hawkman. (2023) Reifying Common Sense: Writing the 6–12 Missouri Social Studies Content Standards. The Journal of Social Studies Research 43:1, pages 57-68.
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Afshan Amjad. (2018) Muslim students’ experiences and perspectives on current teaching practices in Canadian schools. Power and Education 10:3, pages 315-332.
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Jeffrey C. Eargle. (2023) The Dominant Narrative of Slavery in South Carolina's History Standards. The Journal of Social Studies Research 40:4, pages 295-307.
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Preciosa Fernandes, Carlinda Leite, Ana Mouraz & Carla Figueiredo. (2012) Curricular Contextualization: Tracking the Meanings of a Concept. The Asia-Pacific Education Researcher 22:4, pages 417-425.
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Tehia V. Starker & Paul G. Fitchett. (2013) Assisting Preservice Teachers Toward Becoming Culturally Responsive. Multicultural Learning and Teaching 8:1, pages 27-46.
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Lauren Anderson & Jamy Stillman. (2013) Making Learning the Object: Using Cultural Historical Activity Theory to Analyze and Organize Student Teaching in Urban High-Needs Schools. Teachers College Record: The Voice of Scholarship in Education 115:3, pages 1-36.
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Wayne Au. (2012) The Long March toward Revitalization: Developing Standpoint in Curriculum Studies. Teachers College Record: The Voice of Scholarship in Education 114:5, pages 1-30.
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Paul G. Fitchett, Tehia V. Starker & Beth Salyers. (2012) Examining Culturally Responsive Teaching Self-Efficacy in a Preservice Social Studies Education Course. Urban Education 47:3, pages 585-611.
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Etta R. Hollins. (2011) Teacher Preparation For Quality Teaching. Journal of Teacher Education 62:4, pages 395-407.
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Jamy Stillman. (2022) Teacher Learning in an Era of High-Stakes Accountability: Productive Tension and Critical Professional Practice. Teachers College Record: The Voice of Scholarship in Education 113:1, pages 133-180.
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Park-Sunmee. (2010) The Impact of Curriculum Structure on Textbook Diversification in Social Studies. The Journal of The Korean Association of Geographic and Environmental Education 18:3, pages 251-267.
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Jory J. Brass. (2011) Local Knowledge and Digital Movie Composing in an After‐School Literacy Program. Journal of Adolescent & Adult Literacy 51:6, pages 464-473.
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