The educational climate in the United States is ripe for dialogue and interrogation of notions of what should be taught in schools. The editors and contributors to this volume present descriptive, interpretive, ethnographic, autoethnographic, case study, essay, visual, and poetic work that focuses on the challenges to curriculum transformation, including the multifaceted ways that educators fight for a more socially, culturally, linguistically, and politically responsive curriculum. The contributors provide snapshots from homes, classrooms, and community spaces in an effort to illustrate how curricular approaches and implementation can offer counter-hegemonic agentry for emancipatory and democratic learning opportunities.
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2013. 298 pp., num. ill.
Lisa William-White (PhD, University of California at Davis) is Associate Professor of Education in the Department of Graduate
and Professional Studies in Education at Cali.fornia State University, Sacramento and is an educator at San Joaquin Delta
College in Stockton, California. Dana Muccular (BA and MA, California State University, Sacramento) is a behavioral analyst
for children with Autism Spectrum Disorders, mental, emotional, and mild to severe physical disabilities. Gary Muccular
(BA and MA, California State University, Sacramento) is a social worker for a private foster family agency in Sacramento,
Caifornia. Ayanna F. Brown (PhD, Vanderbilt University) engages teacher candidates and practitioners in developing a
critical lens of pedagogy and an examination of self in relationship to a philosophy of service, advocacy, and community.
She is an associate professor at Elmhurst College in Elmhurst, Illinois.