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Showing 1 to 15 of 33 results Save | Export
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Shirazi, Roozbeh – Curriculum Inquiry, 2018
This article utilizes the idea of hospitality to explore how educative practices contribute to the making of citizens at Light Falls High School (LHS), a suburban American secondary school that professes a strong commitment to racial equity and global awareness. The data are derived from an ethnographic case study which took place in 2013-2014. I…
Descriptors: High School Students, Foreign Students, Suburban Schools, Multicultural Education
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Takayama, Keita – Curriculum Inquiry, 2018
To remove cultural bias is critical for the legitimacy of Programme for International Student Assessment (PISA) as an internationally reliable academic assessment. Since its inception, PISA has made extensive effort to address this issue by putting in place a range of methodological and procedural measures to ensure its test fairness. This study…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
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Hernando-Lloréns, Belén – Curriculum Inquiry, 2018
This article traces the conditions that made possible the legislation of police surveillance of schools as a "solution" to the "problems" of "convivencia" in school, during a period of social and racial diversification of Spanish society. During the 1980s and 1990s, "convivencia" -- the ideal of living…
Descriptors: Educational Legislation, Violence, Police School Relationship, Educational History
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Rizvi, Fazal; Beech, Jason – Curriculum Inquiry, 2017
This paper is aimed at exploring the possibilities that the notion of everyday cosmopolitanism can open up for pedagogic practices and, at the same time, the opportunities that pedagogy can provide for the construction of a cosmopolitan global ethics. Our argument is that students (and teachers) are involved in everyday experiences of cosmopolitan…
Descriptors: Student Experience, Teaching Experience, Curriculum Development, Global Approach
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Nieto, Diego; Bickmore, Kathy – Curriculum Inquiry, 2017
This paper discusses findings from focus groups with youth located in underprivileged surroundings in one large multicultural city in Canada and in a moderately large city in Mexico, examining their understandings and lived experiences of migration-related conflicts. Canadian participants framed these conflicts as a problem of racist attitudes…
Descriptors: Immigration, Focus Groups, Disadvantaged, Racial Bias
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Guo, Shibao; Maitra, Srabani – Curriculum Inquiry, 2017
Under the new mobilities paradigm, migration is conceptualized as circulatory and transnational, moving us beyond the framework of methodological nationalism. Transnational mobility has called into question dominant notions of migrant acculturation or assimilation. Migrants no longer feel obligated to remain tied to or locatable in a…
Descriptors: Foreign Countries, National Curriculum, Student Mobility, Acculturation
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Zakai, Sivan – Curriculum Inquiry, 2015
This paper explores the relationship between the teaching of history (the academic study of the past) and the teaching of heritage (meaningful stories tying people to a collective past). The research was conducted in a Jewish high school whose explicit mission involves teaching history through a US history course and heritage through an Israeli…
Descriptors: Judaism, Religious Education, Correlation, History Instruction
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Hawkins, Margaret R. – Curriculum Inquiry, 2014
Discourses of globalization and cosmopolitanism, focusing on the rapid flows of people, resources, and knowledge around the globe and subsequent encounters between global citizens, present a binary between "global" and "local." At the same time educational theories, perhaps especially in the areas of language and literacy…
Descriptors: Cultural Pluralism, Global Approach, World Views, Theories
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Wahlström, Ninni – Curriculum Inquiry, 2014
In this article, a continuum of resistance and receptivity constitutes a framework for understanding a cosmopolitan orientation "on the ground." Such a continuum is based on an understanding of the effects of globalization, when it comes to individual people, as both containing a potential for an active interest in other ways of life,…
Descriptors: Cultural Pluralism, Resistance (Psychology), Global Approach, Classroom Communication
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Vasudevan, Lalitha M. – Curriculum Inquiry, 2014
This article explores the idea that everyday moments hold cosmopolitan potential wherein such recognition can reorient educators and youth toward one another in meaningful and generative ways. Found in the quotidian practices of young people are indicators of their affiliations, their proclivities, their interests, and their curiosities.…
Descriptors: Cultural Pluralism, Youth, Ethnography, Theater Arts
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Choo, Suzanne S. – Curriculum Inquiry, 2014
When world literature as a subject was introduced to schools and colleges in the United States during the 1920s, its early curriculum was premised on the notion of bounded territoriality which assumes that identities of individuals, cultures, and nation-states are fixed, determinable, and independent. The intensification of global mobility in an…
Descriptors: World Literature, Curriculum, Cultural Pluralism, Imagination
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Hull, Glynda A.; Stornaiuolo, Amy – Curriculum Inquiry, 2014
How are identities as cosmopolitan citizens realized in practice, and how can dialogue be fostered across differences in culture, language, ideology, and geography? More particularly, how might young people be positioned to develop effective and ethical responses, in our digital age, to local and global concerns? Such are the questions we…
Descriptors: Cultural Pluralism, Cultural Literacy, Social Networks, Global Approach
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Salter, Peta – Curriculum Inquiry, 2014
The refocussing of Australia-Asia relations is manifest in a combination of national policy moves in Australia. Parallel shifts have been made in Europe, the United States, Canada and New Zealand. In Australia, the curricular response to this shift has become known as "Asia literacy." This study is drawn from a wider project that…
Descriptors: Foreign Countries, Curriculum Development, Asian Culture, Cultural Awareness
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Gay, Geneva – Curriculum Inquiry, 2013
This discussion examines some of the major issues and attributes of culturally responsive teaching. It begins with explaining my views of culturally responsive teaching and how I incorporate cultural responsiveness in my writing to teach readers what it means. These general conceptual frameworks are followed by a discussion of some specific…
Descriptors: Multicultural Education, Culturally Relevant Education, Student Diversity, Resistance (Psychology)
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Anderson, Carl B. – Curriculum Inquiry, 2012
This qualitative textual analysis investigates the ideological lenses through which U.S. History content standards for grades 5-12 for Arizona and Washington frame interactions between American Indians and European Americans during U.S. national development. The study's multiperspective critical conceptual framework interrogates the standards not…
Descriptors: American Indians, Cultural Pluralism, Public Policy, Educational Policy
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