Curriculum Violence: America’s New Civil Rights Issue


Erhabor Ighodaro
Miami Dade County Public Schools, FL, USA

Greg Wiggan
University of North Carolina, Charlotte, NC, USA

Series: Education in a Competitive and Globalizing World
BISAC: EDU007000

This book examines the historical context of African Americans’ educational experiences and provides information that helps to assess the dominant discourse on education, which emphasizes White middle-class cultural values and standardization of students’ outcomes. Curriculum violence is defined as the deliberate manipulation of academic programming in a manner that ignores or compromises the intellectual and psychological well being of learners. Related to this are the issues of assessment and the current focus on high-stakes standardized testing in schools, where most teachers are forced to teach for the test. (Imprint: Nova)

Table of Contents

Table of Contents

Acknowledgments pp. i-vii

Chapter 1: National Trends in Education pp. 1-20

Chapter 2: Education and the Curriculum: Background and Social Relevance pp. 21-52

Chapter 3: Research Process and Method pp. 53-68

Chapter 4: Formation: Stages of Development pp. 69-80

Chapter 5: Deformation: Stages of Development pp. 81-100

Chapter 6: Conformation and Student Development pp. 101-116

Chapter 7: Reformation and Student Identity pp. 117-132

Chapter 8: Transformation: Curriculum and Student Identity pp. 133-144

Chapter 9: Reflections and Recommendations pp. 145-160

About the Authors pp. 161-162

Appendices pp. 163-194
Appendix A: Interview Schedule
Appendix B: Demographical Data Form
Appendix C: Thematic Statement for Validation “2nd Interview” Schedule
Appendix D: Coded Matrix From 1st Interview
Appendix E: Aggregating the Codes by Interview Schedule

References pp. 195-220

Index pp. 221-233

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