Movements have been the driving force of social change through most of human history. Yet despite the important impacts that movements had in the past that led to a more just present, most Americans generally hold low opinions of movements. The authors see this as a major failing of history education. The authors argue for a need to center the…

Engaged learning seeks to cultivate integrative approaches that require students to use multiple points of view or approaches in their coursework. Similarly, civically engaged courses ask students to consider public problems that involve multiple stakeholders, institutions, and policies. We are interested in whether courses designed to meet civic…

Situating NYC's Asian American and Pacific Islander (AAPI) history curriculum initiative as part of the nationwide movement for K-12 ethnic studies, this article aims to explore perspectives and experiences of six Asian American and migrant elementary teachers regarding the new AAPI history curriculum initiative in NYC. Teachers' stories,…

This paper details the potential contribution of outdoor education (OE) in Singaporean education given the recent raft of national curricular reforms aimed at fostering holistic and exploratory learning opportunities. In this context, we contend that increasing recognition of the value of OE, both internationally and locally, heralds specific…

This paper examines the development of two iterations of mathematics curricula over a 15-year period for classrooms teaching in te reo Maori, the endangered Indigenous language of Aotearoa New Zealand. Similarities and differences between the two iterations are identified. Although parameters set by the New Zealand Ministry of Education about what…

Identifies external communities of interest, among other factors, affecting secondary-level anti-racist multicultural education, analyzing schools' representations of their cultural characteristics to different communities of interest for different purposes. Concludes that schools must adopt more principled, explicit, organizational learning…

Discusses the nature of the movement to include scientific creationism in the school curriculum and science textbooks, explains the extent of scientists' acceptance of evolution, and describes actions being taken to counteract creationist efforts in an organized and effective manner. (PGD)

The attempts of the Woman's Christian Temperance Union (WCTU) to implant mandatory alcohol and tobacco instruction in Alberta's public schools is traced. These efforts are compared with the group's simultaneous efforts at temperance reform in the United States. (SJL)

Praises past achievements of the National Art Education Association (NAEA) and the art education profession. Maintains that art curriculum must reflect community values and norms, and should be relevant to students' needs. Believes that art educators are currently in a position to make art a central part of educational processes. (KM)

Contends that to realize their leadership potential art teachers must forge connections with the community. Discusses three connections and argues that they are crucial to increased participation of all students and teachers in viable art education programs. (CFR)

Presents a study of low educational interest and participation area. Quoting from ethnographic interviews, discusses the influences of family, schools, and community on educational decisions. Describes plans to increase public awareness, and develop new curricula and intervention strategies. (DMM)