Abstract
The anthology Critical Consciousness in Curricular Research: Evidence from the Field (William-White, Muccular, D., Muccular, G., & Brown, 2013) contains a multilogical collection of strategies for establishing curriculum work as an integral part of what it means to be a teacher. Although the contributors represent a diverse range of backgrounds, perspectives, and years in education, a common manifesto emerges: Curriculum inquiry is a pathway for the enactment of democratic pedagogy and enfranchisement of marginalized students (and teachers). The editors provide a vibrant and engaging testimony of hope with which to revitalize the notion of curriculum work as part of what is means to teach.
Recommended Citation
Lingley, A.
(2014).
A Testimony of Hope. A Book Review of Critical Consciousness in Curricular Research.
Democracy and Education,
22
(2), Article 10.
Available at:
https://democracyeducationjournal.org/home/vol22/iss2/10
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Teacher Education and Professional Development Commons