Abstract
The canon and curriculum of curriculum history remain grounded in Whiteness. Little attention is given to multicultural narratives of curriculum history, especially those that emerge from marginalized communities of color in the U.S. This book review details how Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education (Au, Brown, & Calderón, 2016) aims to address a void in the canon of curriculum history. Through the lens of Indigenous peoples, Chinese Americans, Japanese Americans, Mexican Americans, and African Americans, the field of curriculum history is enriched with discourses as to how communities of color both experience hegemonic curriculum and reconstruct their own curriculum for the maintenance of their respective cultural identities.
Recommended Citation
Busey, C. L.
(2019).
Disrupting Whiteness in Curriculum History. A Book Review of Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education.
Democracy and Education,
27
(1), Article 9.
Available at:
https://democracyeducationjournal.org/home/vol27/iss1/9
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Indigenous Education Commons, Social and Philosophical Foundations of Education Commons