Journal of Curriculum Studies

  Vol. 55, n°6, 11/2023

 

• Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge, Daniel Talbot
• Social realism and school history: the role of the historical discipline in substantive knowledge selection, Alexander Benger
• Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam, Shreya Sunderram
• Sinophobia + Sinocentrism— An AsianCrit Analysis of the US Military's Wartime Curricular [Re]racialization of Chinese [Americans], Kyle L. Chong
• Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education, Joandi Hartendorp, Nicole Immler & Hans Alma
• Holocaust education in the post-secular era: Religious-Zionist lessons from the Holocaust, Roy Weintraub
• A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz, Cheryl J. Craig, Maria Assuncao Flores & Lily Orland-Barak

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