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Peer reviewedBrown, Douglas; Kelly, Jennifer – British Journal of Sociology of Education, 2001
Draws on narratives of African-Canadian high school students about the relevancy of the social studies curriculum. Reports that students indicated that the curriculum distorts and excludes their histories, contributions, and lived experiences. Indicates the nuanced insights into curriculum, power, and knowledge to be gained from critical analysis…
Descriptors: African Culture, Black Culture, Black Students, Cultural Background
