Latinx Curriculum Theorizing
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Multicultural Education
| Author: | Martha Allexsaht-Snider, Ann M. Avilés, Richard D. Benson II, Juan F. Carrillo, Erica R. Dávila, Lynette Guzmán, Alba Isabel Lamar, Cristina Valencia Mazzanti, Lucia I. Mock Muñoz de Luna, Ganiva Reyes, Stacy Saathoff, Mario I. Suárez, Jesus A. Tirado | ISBN: | 9781498573818 |
| Publisher: | Lexington Books | Publication: | February 5, 2019 |
| Imprint: | Lexington Books | Language: | English |
| Author: | Martha Allexsaht-Snider, Ann M. Avilés, Richard D. Benson II, Juan F. Carrillo, Erica R. Dávila, Lynette Guzmán, Alba Isabel Lamar, Cristina Valencia Mazzanti, Lucia I. Mock Muñoz de Luna, Ganiva Reyes, Stacy Saathoff, Mario I. Suárez, Jesus A. Tirado |
| ISBN: | 9781498573818 |
| Publisher: | Lexington Books |
| Publication: | February 5, 2019 |
| Imprint: | Lexington Books |
| Language: | English |
This edited volume is a collection of empirical scholarship that focuses on curriculum as knowledge connected to the Latinx diaspora from three perspectives: content/subject matter; goals, objectives, and purposes; and experiences. In an effort to fill a void in scholarship in curriculum studies/theory for/from Latinx perspectives, this book is a beginning toward answering two important questions: first, what is the significance of the presence and absence of Latinx curriculum theorizing? And second, in what ways is Latinx curriculum theorizing connected to curriculum, as a general concept, schools’ purposes, goals, and objectives and curriculum as autobiographical? This book opens a door into understanding curriculum for/from an important population in U.S. society.
This edited volume is a collection of empirical scholarship that focuses on curriculum as knowledge connected to the Latinx diaspora from three perspectives: content/subject matter; goals, objectives, and purposes; and experiences. In an effort to fill a void in scholarship in curriculum studies/theory for/from Latinx perspectives, this book is a beginning toward answering two important questions: first, what is the significance of the presence and absence of Latinx curriculum theorizing? And second, in what ways is Latinx curriculum theorizing connected to curriculum, as a general concept, schools’ purposes, goals, and objectives and curriculum as autobiographical? This book opens a door into understanding curriculum for/from an important population in U.S. society.
