Ming Fang He

The SAGE guide to curriculum in education

The SAGE Guide to Curriculum in Education integrates, summarizes, and explains, in highly accessible form, foundational knowledge and information about the field of curriculum with brief, simply written overviews for people outside of or new to the field of education. This Guide supports study, research, and instruction, with content that permits quick access to basic information, accompanied by references to more in-depth presentations in other published sources. This Guide lies between the sophistication of a handbook and the brevity of an encyclopedia. It addresses the ties between and controversies over public debate, policy making, university scholarship, and school practice. While tracing complex traditions, trajectories, and evolutions of curriculum scholarship, the Guide illuminates how curriculum ideas, issues, perspectives, and possibilities can be translated into public debate, school practice, policy making, and life of the general public focusing on the aims of education for a better human condition. 55 topical chapters are organized into four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum based upon the conceptualization of curriculum commonplaces by Joseph J. Schwab: subject matter, teachers, learners, and milieu. The Guide highlights and explicates how the four commonplaces are interdependent and interconnected in the decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels that address the central curriculum questions: What is worthwhile? What is worth knowing, needing, experiencing, doing, being, becoming, overcoming, sharing, contributing, wondering, and imagining? The Guide benefits undergraduate and graduate students, curriculum professors, teachers, teacher educators, parents, educational leaders, policy makers, media writers, public intellectuals, and other educational workers. Key Features: Each chapter inspires readers to understand why the particular topic is a cutting edge curriculum topic; what are the pressing issues and contemporary concerns about the topic; what historical, social, political, economic, geographical, cultural, linguistic, ecological, etc. contexts surrounding the topic area; how the topic, relevant practical and policy ramifications, and contextual embodiment can be understood by theoretical perspectives; and how forms of inquiry and modes of representation or expression in the topic area are crucial to develop understanding for and make impact on practice, policy, context, and theory. Further readings and resources are provided for readers to explore topics in more details.

Guide to New Resources

Opinions expressed in this column do not represent views or official positions of the National Association for Multicultural Education (NAME). Similarly, reviewed resources carry no “official endorsement” by NAME. The authors are solely responsible for selecting and reviewing the resources featured in the column and we strongly encourage readers to examine resources prior to purchasing. Materials submitted for review in this column should be sent directly to any one of the reviewers at the following addresses: Ming Fang He, Georgia Southern University, Department of Curriculum, Foundations and Reading, P. O. Box 8144, Statesboro, GA 30460-8144; Jeff Sapp, California State University at Dominguez Hills, Division of Teacher Education, 1000 E. Victoria Street, Carson, CA 90747; Maria José Botelho, University of Massachusetts Amherst, Literacy Education, School of Education, Room 123, Furcolo Hall, Amherst, Massachusetts 01003; Isabel Nuñez, Concordia University Chicago, Foundations, Social Policy and Research, 7400 Augusta Street, CC 339H, River Forest, IL 60305-1499; Wynnetta Scott-Simmons, Mercer University, Tift College of Education, 3001 Mercer University Drive, Atlanta, GA 30341-4155; Lincoln Johnson, Los Angeles Southwest College, Department of English and Foreign Languages, PO Box 201185, Los Angeles, CA 90006. segregated South. New York: Palgrave MacMillan. 228 pages,

Part V: Guide to New Resources

28.00 (paperback). ISBN: 023062152X. ISBN: 9780230621527.

Migrant Children Schools in Contemporary China

Other than distance learning courses and computer technology requirements, perhaps the most sweeping innovation to take place in the higher education curriculum since the 1980s has been courses in diversity and multiculturalism. Simultaneously, the body of research literature on diversity initiatives in higher education has been growing and presently is sufficient to provide several findings and conclusions in at least two areas: (a) the growing trend and nature of diversity requirements in higher education institutions across the country and (b) public attitudes toward diversity requirements.

Multiracial/Mixed Narrative of Lives In-Between Contested Race, Gender, Class, Power, and Place

lum Inquiry, Multicultural, Multiracial, and Multilingual Education, Teaching for Social Justice, and Social Justice Inquiries could use this book as one of the exemplary studies. To order a copy of Are YouMixed? AWar Bride’s Granddaughter’s Narrative of Lives In-Between Contested Race, Gender, Class, and Power, contact Information Age Publishing, P.O. Box 79049, Charlotte, NC 28271-7047.Website: http://www.infoagepub.com

“The Rhizome of Blackness“: Hip-Hop Culture, Language, Identity, and Politics of Becoming Black

As a war bride’s granddaughter and a multi-race/ mixed race person, Sonia Janis explores her lives inbetween contested race, gender, class, place, power, and place. Pioneering in multiracial and mixed-race inquiries in educational studies, Janis challenges theoretical and political conceptions of race, unsettles multicultural theory and practice, and shatters predetermined categories and stereotyped classifications of multi-race/mixed race experience. As she reflects on her own experience as a seventh-grade student up to her appointment as a school administrator, Janis recognizes that the complexity of situating oneself in predetermined demographic categories is uncovered as interactions in-between those categories transpire with misconnections and miscommunications. Janis explores her rememory (Morrison, 1990) of lives in two distinct regions of the United States: the Midwest and the South. The shifting contexts complicate the interactions that she lives inbetween race and place, and teach her to embrace differences, contradictions, and complexities in schools, neighborhoods, and communities. Part of the challenges of this inquiry was to transgress monocultures of the mind (Shiva, 1993), to hear, to make meaning of, and to honor the differences, contradictions, and complexities of lives in-between. Exploring the in-betweenness (Anzaldua, & Keating, 2002; He, 2003, 2010) of her life as a multi-race person problematizes imbedded notions of race, gender, class, power, and place. This book consists of a prologue, six chapters, and an epilogue. On the cover page, Janis’s paternal grandmother of Polish and Russian descendants and her maternal grandmother from Japan are positioned across Correspondence should be sent to Dr. Ming Fang He, Language, Culture, Identity, Power, and Place in Multicultural, Multiracial, and Multilingual Education, Department of Curriculum, Foundations, and Reading, College of Education, Georgia Southern University, P. O. Box 8144, Statesboro, GA 30460-8144. E-mail: mfhe@georgiasouthern.edu Opinions expressed in this column do not represent views or official positions of the National Association for Multicultural Education (NAME). Similarly, reviewed resources carry no “official endorsement” by NAME. The authors are solely responsible for selecting and reviewing the resources featured in the column and we strongly encourage readers to examine resources prior to purchasing. Materials submitted for review in this column should be submitted directly to any one of the reviewers at the following address: Ming Fang He, Language, Culture, Identity, Power, and Place in Multicultural, Multiracial, and Multilingual Education, Department of Curriculum, Foundations and Reading, College of Education, Georgia Southern University, P. O. Box 8144, Statesboro, GA 30460-8144.

What Does To Be Nuyoricans Have Anything To Do with Multicultural Education

Based on three “critical ethnographic research projects” (pp. 21–22), Awad Ibrahim explores the “rhizomatic identity” and rhizomatic “assemblage” (Deleuze & Guattari, 1987) of “immigrant and refugee groups of Frenchand English-speaking continental African youths living in Southwestern and Northeastern Ontario, Canada, who were in the process of becoming Black” (p. 3). This process inherits “cultural, linguistic, and sociopsychic implications of what it means to possess the Black body in North America (and the Western world in general)” (p. 5) as “Africans, Hip-Hop culture, language, and identity emerge as significant sites of identification; desire; and cultural, linguistic, and identity investment” to invent “this dialectic space between language learning and identity investment. . ., a complex, multilayered, and ‘rhizomatic third space,’ where Canada meets and rubs shoulders with Africa in downtown Toronto, Vancouver, or Montreal” (back cover). The book consists of an introduction, five chapters, one interlude, and a conclusion. In the Introduction, “Black Don’t Crack, Marking the Unmarked: A Critical Ethnography of Becoming,” Ibrahim brings the readers to his theoretical traditions, research questions, research contentions, methodology, three research sites, participants, and outlines of his book. In Chapter 1, “We Got a Situation Herre: Race, Culture, Language, and Identity: Theorizing the Rhizomatic Third Space,” Ibrahim “experiments theoretically with the rhizomatic process of becoming Black” (p. 27) with a particular focus on “the interrelation between race, identity, and culture” (p. 27), specifically youth popular culture. Ibrahim draws from “Stuart Hall’s (2006) ‘new ethnicity’ and ‘articulation,’ Bhabha’s (1990) ‘hybridity’ and ‘third space,’ Bourdieu’s (1977, 1991) ‘market’ and ‘capitals,’ Deleuze and Guattari’s (1987) ‘rhizome,’ Kristeva’s (1974) ‘transposition,’ and Mikhail Bakhtin’s (2000) ‘heteroglossia,’ ‘dialogue,’ and ‘translation’” (p. 27) to search for a complex, multilayered, and evolving

Learners and Learning in Sinic Societies

Anselmo, A., & Rubal-Lopez, A. (2005). On becoming Nuyoricans. New York: Peter Lang. 172 pages,

Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South

23.00 (paperback). ISBN 0-8204-5520-2. “This book takes a very personal look at two sisters’ views of their experiences growing up in the South Bronx and how they negotiated an often hostile, racist, and confusing environment” ( p. ix). This sentence sets the stage for the life two sisters lived in Puerto Rico and