Shifting Urban Narratives: Exploring Possibilities Within the Outside Curriculum

• In Event: AERA Roundtable Session 13
  In Roundtable Session: Generating Curriculum Through Cultural Knowledge and Participatory Research (Table 7)

Abstract

The curriculum represents a site of struggle (Kliebard, 2004), especially given its contested dissemination in schools. The curriculum is never neutral and is negotiated and formulated through multilayered processes of strategic compromise, assent, and resistance. Teaching is political, and the curriculum ought not to be understood as limited within the confines of schools. For Schubert (1981, 2008, 2010), the outside curriculum encompasses a more expansive conceptualization of curriculum. Given the aims of this study and the larger project’s purposeful location outside of formal/school-based institutional structures, an understanding of the outside curriculum helps to offer a conceptual lens for critically analyzing the potential of counterhegemonic work of young people’s generation of knowledge related to broader struggles for justice and equity.

Authors

• Christopher B. Crowley, Wayne State University

• Aja Reynolds, Wayne State University

• Roland Sintos Coloma, Wayne State University