This book focuses on multicultural curriculum transformation in social students and civic education subject areas. The discussion of each area outlines critical considerations for multicultural curriculum transformation for the area by grade level and then by eight organizing tools, including content standards, relationships with and among students and their families, and evaluation of student learning and teaching effectiveness. The volume is designed to speak with PK-12 teachers as colleagues in the multicultural curriculum transformation work. Readers are exposed to “things to think about,” but also given curricular examples to work with or from in going about the actual, concrete work of curriculum change. This work supports PK-12 teachers to independently multiculturally adapt existing curriculum, to create new multicultural curriculum differentiated by content areas and grade levels, and by providing ample examples of what such multicultural transformed social studies and civic education curricula looks like in practice.
This book focuses on multicultural curriculum transformation in social students and civic education subject areas. The discussion of each area outlines critical considerations for multicultural curriculum transformation for the area by grade level and then by eight organizing tools, including content standards, relationships with and among students and their families, and evaluation of student learning and teaching effectiveness. The volume is designed to speak with PK-12 teachers as colleagues in the multicultural curriculum transformation work. Readers are exposed to “things to think about,” but also given curricular examples to work with or from in going about the actual, concrete work of curriculum change. This work supports PK-12 teachers to independently multiculturally adapt existing curriculum, to create new multicultural curriculum differentiated by content areas and grade levels, and by providing ample examples of what such multicultural transformed social studies and civic education curricula looks like in practice.
Preface
Introduction
Kenneth J. Fasching-Varner, Kerri J. Tobin, Norma A. Marrun, Iesha Jackson, & Christine Clark
Part I: Social Studies and Civic Education in Elementary Education
Chapter 1: Whose Stories Do We Tell?: Resources for Critical Histories in Elementary Social Studies Curriculum
Laura A. Navarro Edwards and Gülsüm Gürbüz-Küçüksari
Chapter 2: Transformational Learning Through Read-Alouds: Bringing Multicultural Perspectives to Elementary Social Studies
Jacquelyn M. Urbani, Candace Monroe-Speed, and Bhavya Doshi
Chapter 3: When Good Isn’t Good Enough: Using Multicultural Picture Books to Address Views on Poverty
Kathy Brashears
Chapter 4: Creating Classism-Conscious Classrooms
Kristen Pennycuff Trent
Part II: Social Studies and Civic Education in Middle and Middle-to-Secondary Education
Chapter 5: Seeing Truth, Banishing Lies: Re-Seeing the “Indigenous Peoples” Unit in Middle Elementary School Social Studies
Debi Khasnabis, Simona Goldin, Mary Bassett, Jeannie Crayne, and Salli A. Kropp
Chapter 6: The History, Memorialization, and Modern Echoes of Blackbirding
John Bickford, David Bunton, and Helen Stacy Bunton
Part III: Social Studies and Civic Education in Secondary Education
Chapter 7: Real World Problems: Social Justice and Community Explorations
Elizabeth M. McDonald, Rachelle Savitz, and Kristen E. Duncan
Chapter 8: Narrative Integrity: Reflection as Social and Civic Education
Nick Bardo and Joanelle Morales
Chapter 9: Critical Multicultural Curriculum Transformation in High School World History, U.S. History, and Civics Curricula
Betsy Gutstein
Part IV: Social Studies and Civic Education Across the PK-12 and Teacher Education Curriculum
Chapter 10: Social Studies in Action in the Neighborhood: Civic Engagement for Kinder through Senior Year
Deanna Chappell
Chapter 11: Making Social Studies Instruction Meaningful: Ask the Good Questions
Paige Hendricks
Chapter 12: Non/Human (Un/En)Tanglements: Practitioner-Based Engagements with Post-Humanism, Multiculturalism, and Visual Materials
Timothy P. Monreal and Bretton A. Varga
Part V: Social Studies and Civic Education in Teacher Professional Development
Chapter 13: Transforming Social Studies for English Learners Through Intentional Professional Development
Margarita Jiménez-Silva, Ashley Coughlin, and Melissa Gorman Mercado
Coda
Kenneth J. Fasching-Varner, Kerri J. Tobin, Norma A. Marrun, Iesha Jackson, & Christine Clark
Christine Clark is professor, senior scholar, and founding vice president of the University of Nevada, Las Vegas.
Kenneth J. Fasching-Varner is associate professor of literacy education at the University of Nevada, Las Vegas.
Iesha Jackson is assistant professor of teacher education at the University of Nevada, Las Vegas.
Norma A. Marrun is assistant professor and co-coordinator of the cultural studies, international education, and multicultural education (CSIEME) program at the University of Nevada, Las Vegas.
Kerri J. Tobin is associate professor at the school of education at Louisiana State University.
Curriculum transformation is essential for all students, but
especially for minoritized students who rarely see themselves
affirmed in what is taught. The co-editors have compiled an
important and impressive volume of timely chapters that contain
high-quality culturally responsive material to guide educators,
especially social studies and civic education teachers, in PK-12
settings.
*Donna Y. Ford, Distinguished Professor of Education and Human
Ecology, Kirwan Institute Faculty Affiliate, Ohio State
University*
As both a Black mother of a school-aged child and a teacher
educator, I am excited about the work captured in Multicultural
Curriculum Transformation in Social Studies and Civic Education. I
have heard too many times that teaching for equity and historical
accuracy works only in theory and is too difficult to accomplish in
‘real’ classrooms. This volume decimates that tired argument by
sharing content area practices accessible to every level of
teaching expertise and still honoring our diverse student
populations’ cultural and linguistic differences.
*Kimberly A. White-Smith, Dean and Professor of Education,
University of LaVerne*
The co-editors have assembled a collection of timely and important
provocations designed to work with teacher educators as they
attempt to navigate the ever-changing policy terrain of PK-12
social studies and civic education. They offer curriculum
developers and teacher education considerations about how to
incorporate multicultural education into the curriculum in such
impactful ways that one would be hard-pressed to find a more vital
book to read as we continue to trudge our way to a more perfect
union in very trying times. Social studies, civic education, Ethnic
Studies, and multicultural education have, until recently, been the
forgotten core of education in the United States and this book
reminds us of their fundamental value in a perilous and fragile
democracy.
*David Lee Carlson, Associate Professor of Qualitative Research,
Mary Lou Fulton Teachers College, Arizona State University*
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