Racism in the Enacted Curriculum chronicles the work of experienced and skilled antiracist educators to explore why even the best-intentioned curricula for resisting racism often fall short. Featuring case studies from different educational contexts across the United States, as well as the author’s own experiences as a classroom teacher in Chicago Public Schools, it highlights the challenges and frustrations faced by teachers working to implement antiracist curriculum nationwide. To meet these challenges, the author develops a theory rooted in posthumanist and new materialist thought, which understands the role of ideas as agential forces in and of themselves. Included as one of these agents is anti-Black racism, an adaptive force that requires the adaptation of antiracism to resist it. The book concludes with a practical discussion of how teachers might use such a theory to better respond and adapt curricula to combat anti-Black racism.
A forward-thinking and timely volume, this book will appeal to researchers and educators interested in modern curriculum theory, posthumanism, teacher education, antiracism, and qualitative research methodology.
This book chronicles the work of experienced and skilled antiracist educators to explore why even the best-intentioned curricula for resisting racism often fall short. It aims to meet these challenges with a theory rooted in posthumanist and new materialist thought, which understands the role of ideas as agential forces in and of themselves.
