This study explores how K-12 history curricula across Canada currently address--and may better address in future--decolonizing imperatives. Following a consideration of the limitations and strengths of curricula in this regard, the article identifies five recommendations for (re)designing history and social studies curricula with decolonizing…

How best to teach English as a Foreign Language (EFL) has been a complicated issue that has bedeviled curricula designing. Starting from the argument that today's EFL curricula do need a complete overhaul to reflect the recurrent debate about culture clash and culture cooperation. This study offers an alternative to those who advocate either…

This article explores a notion of "personalising learning" which puts the learner at the centre, supported by mobile technology and teacher mediation. It reports a small study in the Northern Territory of Australia, with indigenous students who were given mobile camera phones to capture aspects of their everyday lives and bring them into…

New Mexico's unique demographics and rich intellectual assets, including two of the three largest national engineering and science research laboratories in the country (Sandia and Los Alamos), provide an excellent national setting for educational transformation. With approximately 320,000 K-12 students, New Mexico's demographics are distinctive:…

This document reports the proceedings of a national conference to chart the comprehensive changes needed to meet the challenges of undergraduate professional education in agriculture. Part I of the proceedings contains the following 14 conference papers: (1) "Rethinking Undergraduate Professional Education for the Twenty-First Century: The…

Contends that Afrocentricity is beginning to emerge as a powerful force within the African American community. Discusses issues related to Afrocentrism and educational reform. Argues that Afrocentrism can be a complementary aspect of multicultural education. (CFR)

Asserts that the introduction of the term "critical studies" to British art education reflects art educators' views that the practice of art alone is insufficient to gain a full experience and coincides with a political will to return to traditional forms of content and knowledge. (CFR)

Examines issues related to critical studies and educational goals included in the National Curriculum in Great Britain. Concludes that the emphasis on production in art education has declined and that aesthetics and cultural diversity, both components of critical studies, has increased insignificance. (CFR)

Explores the usefulness of employing an antiracist framework to teach Holocaust education. Maintains that different forms of discrimination are linked psychologically. Asserts that Holocaust education can be used also to teach about disabled individuals, homosexuals, and other groups who suffer discrimination. (CFR)