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| Series Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| Standards, Multicultural Education, and Central Curriculum Questions | |
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| Standards and Diverse Funds of Knowledge | |
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| Central Curriculum Questions | |
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| Framework for Multicultural Curriculum Design | |
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| Teachers' Beliefs About Knowledge | |
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| Teachers' Beliefs | |
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| Teachers Reflect on Their Beliefs | |
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| From Self-Examination to Action | |
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| Designing Curriculum Around Big Ideas | |
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| Organizing Curriculum for Meaning and Engagement | |
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| Planning Around Big Ideas | |
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| Ideology and Content Standards | |
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| Possibilities and Challenges | |
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| Democratized Assessment | |
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| Reform-by-Testing and Curriculum | |
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| Classroom-Based Assessment | |
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| Possibilities and Challenges | |
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| Transformative Intellectual Knowledge and Curriculum | |
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| What Is Transformative Intellectual Knowledge? | |
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| Limits of the Additive Approach to Curriculum | |
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| Counternarratives and Transformative Intellectual Knowledge | |
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| Investigating Transformative Intellectual Knowledge | |
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| Possibilities and Challenges | |
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| Students as Curriculum | |
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| Knowledge Students Bring to School | |
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| Curriculum as a Complicated Conversation Across Diverse Perspectives | |
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| Possibilities and Challenges | |
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| Intellectual Challenge of Curriculum | |
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| Expectations | |
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| Curriculum Planning and Intellectual Challenge | |
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| Building Enabling Strategies Into Curriculum | |
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| Possibilities and Challenges | |
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| Curriculum Resources | |
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| Student Identity and Curriculum Resources | |
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| Resource Form and Student Learning | |
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| Locating Resources | |
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| Possibilities and Challenges | |
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| Multicultural Curriculum, Democracy, and Visionary Pragmatism | |
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| Curriculum and Democracy | |
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| Administrative Support | |
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| Visionary Pragmatism in a Time of Standardization | |
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| References | |
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| Index | |
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| About the Author | |