Uncovering Settler Grammars in Curriculum
Bibliographic Data
| ID | 8923482 |
|---|---|
| Authors | Dolores Calderón (0000-0002-4452-4311, University of Utah, corresponding author) |
| Year | 2014 |
| Volume | 50 |
| Issue | 4 |
| Pages | 313-338 |
| Publication date | 2014-07-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2014.926904 |
| OpenAlex | W2025494141 |
| Language | EN |
| Citations received | 108 |
| References cited | 79 |
In this article, I focus on making settler colonialism explicit in education. I turn to social studies curriculum as a clear example of how settler colonialism is deeply embedded in educational knowledge production in the United States that is rooted in a dialectic of Indigenous presence and absence. I argue that the United States, and the evolution of its schooling system in particular, are drenched in settler colonial identities. Thus, to begin to decolonize we must first learn to account for settler colonialism. To do so necessitates that we grapple with the dialectic of Indigenous presence and absence that is central to settler colonialism in the United States and its social studies curriculum
Colonialism · Curriculum · Decolonization · Dialectic · Epistemology · Indigenous · Pedagogy · Political science · Politics · Sociology · Critical Race Theory in Education · Ecology · Educator Training and Historical Pedagogy · Gender Studies · Indigenous Health, Education, and Rights · Law · Philosophy
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| Unique citing works | 108 |
|---|---|
| Citations per year | 10,8 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 107 |