What is it about?
This is article is about ways of developing better curriculum to improve the quality of education and make it more socially just. In this article we use data from a community based participatory action research project to develop procedural knowledge about the collaborative process to create culturally grounded curriculum. We discuss how multiple theoretical frameworks are necessary to do this work properly.
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Why is it important?
This article makes two contributions: 1) It demonstrates a collaborative process to develop better more culturally grounded curriculum--which can support better learning, especially for students from marginalized identities; and 2) It demonstrates the importance of thinking via multiple theoretical perspectives to be more responsive in decision-making.
Perspectives
Though this article is set in Peru, the findings and conclusion can be transferred to other contexts, as the findings are about the processes necessary to do educational work better.
Joseph Levitan
McGill University
Read the Original
This page is a summary of: Salir Adelante: Collaboratively Developing Culturally Grounded Curriculum with Marginalized Communities, American Journal of Education, February 2020, University of Chicago Press,
DOI: 10.1086/706921.
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