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9781475871012

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"This book courageously presents Unbleaching as a means of protest -- a protest that inherently interrogates the ideologies of Nationalism, racism, and other systems of oppression that have historically been hallmarks of integrated schooling. In the current social, educational, and political climate there is a fervent charge to dismantle any course of study that has not already been stripped of the contributions and experiences of indigenous people, and people of color. Unbleaching the Curriculum: Enhancing Diversity, Equity, Inclusion, and Beyond in Schools and Society serves as a definitive answer and is the scaffold of a necessary ""constructive program"" that supports the efforts of educators through diversity, equity, and inclusion in ways that enhance culturally responsive teaching and learning.--Alicia Moore, Cargill Endowed Professorship of Multicultural Education, Southwestern University Unbleaching the Curriculum is an innovative transformation blue print for multicultural curriculum reform to ""spark the genius"" of all students. The authors sound an alarm about oppressive power structures in K-12 and higher education curriculum and illuminate the crippling effects on scholars' identities when excluded from what is taught and the perils of inaction. Moreover, the authors provide an education framework using data from diverse disciplines such as history, science, anthropology, statistics, etc. to guide action. This book is an essential resource to enhance knowledge about diversity, equity, and inclusion (DEI) in schools and society.--La Vonne I. Neal, PhD, Professor Emerita, Northern Illinois University With a high level of sophistication and poise, Unbleaching the Curriculum masterfully addresses key curricular and pedagogical issues in education. This work is timely and needed as it disrupts ""miseducation"" and advances diversity, equity, and inclusion in schools and beyond. It shines a bright light on curricular omissions while providing a corrective framework that enhances instructional knowledge in K-12 and higher education. This book has great implications for social studies and teacher preparation, and it is a must read for educators, researchers, curriculum designers, and policy makers.--Joyce E. King, Georgia State University Professor - Benjamin E. Mays Endowed Chair and Professor of Educational Policy Studies; Past President of the American Educational Research Association 2014-2015"

This book courageously presents Unbleaching as a means of protest -- a protest that inherently interrogates the ideologies of Nationalism, racism, and other systems of oppression that have historically been hallmarks of integrated schooling. In the current social, educational, and political climate there is a fervent charge to dismantle any course of study that has not already been stripped of the contributions and experiences of indigenous people, and people of color. Unbleaching the Curriculum: Enhancing Diversity, Equity, Inclusion, and Beyond in Schools and Society serves as a definitive answer and is the scaffold of a necessary constructive program that supports the efforts of educators through diversity, equity, and inclusion in ways that enhance culturally responsive teaching and learning.--Alicia Moore, Cargill Endowed Professorship of Multicultural Education, Southwestern University Unbleaching the Curriculum is an innovative transformation blue print for multicultural curriculum reform to spark the genius of all students. The authors sound an alarm about oppressive power structures in K-12 and higher education curriculum and illuminate the crippling effects on scholars' identities when excluded from what is taught and the perils of inaction. Moreover, the authors provide an education framework using data from diverse disciplines such as history, science, anthropology, statistics, etc. to guide action. This book is an essential resource to enhance knowledge about diversity, equity, and inclusion (DEI) in schools and society.--La Vonne I. Neal, PhD, Professor Emerita, Northern Illinois University With a high level of sophistication and poise, Unbleaching the Curriculum masterfully addresses key curricular and pedagogical issues in education. This work is timely and needed as it disrupts miseducation and advances diversity, equity, and inclusion in schools and beyond. It shines a bright light on curricular omissions while providing a corrective framework that enhances instructional knowledge in K-12 and higher education. This book has great implications for social studies and teacher preparation, and it is a must read for educators, researchers, curriculum designers, and policy makers.--Joyce E. King, Georgia State University Professor - Benjamin E. Mays Endowed Chair and Professor of Educational Policy Studies; Past President of the American Educational Research Association 2014-2015

Author Information

Greg A. Wiggan is Professor of Urban Education, Adjunct Professor of Sociology, and Affiliate Faculty of Africana Studies at the University of North Carolina at Charlotte. He is a nationally award nominated author and has published over 100 publications, inclusive of 30 education books. Annette Teasdell is an Assistant Professor of Curriculum and Instruction at Clark Atlanta University and the coordinator of the Master of Arts in Special Education Program. She holds a doctorate in Curriculum and Instruction with an emphasis in Urban Education from UNC Charlotte. Marcia Watson-Vandiver is an Associate Professor of Elementary Education at Towson University. She received her M.Ed. in Educational Policy and Leadership from Georgia State University. She later received her Ph.D. in Curriculum and Instruction – Urban Education and Graduate Certificate in Africana Studies from the University of North Carolina at Charlotte. Sheikia Talley-Matthews is an educational researcher who holds a doctorate in Curriculum and Instruction from the University of North Carolina at Charlotte. She is the author of Sister Outsider in the Academy: Untold Stories of Afro-Caribbean Women in United States Colleges and Universities. She is also a former high school history teacher who holds a Master’s in Secondary Social Studies Education and a Bachelor’s in History.

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