Teachers’ Knowledge Work and Curriculum Thinking: Insights from a Working Ethnic Studies Curriculum Collective

• In Event: AERA Roundtable Session Sunday 11:45 am
  In Roundtable Session: Critical Cartographies: Centering Teacher Knowledge in Place, Identity, and Curriculum Justice

Abstract

This paper reports results from an exploratory case study which sought to better understand the ways in which secondary ethnic studies (ES) curricula can be made by educators. The study examined a working collective of teachers, academics, and ES graduate students who used and related various knowledge resources to develop community-focused ES curricular guidance. By examining the knowledge work and curriculum thinking of participants, the study illuminates the capacity of teachers to develop curricula reflective of both the academic field of ES and educational aims. Examples of ES thinking, conceptualized through a Future 3 curricular heuristic, along with a new vision of scholar-engaged research focused on enhancing teacher agency and curriculum making will be shared.

Author

• Kelly León, University of Wisconsin - Green Bay