This inquiry examined the outputs of a working collective consisting of Ethnic Studies (ES) scholars and secondary educators engaged in curriculum-making around local oral histories with the goal of developing community-responsive ES curricular models and guidance. Hoping to better understand teachers’ ES curriculum-making in California, the study’s findings have direct implications for how we prepare teachers to be agentive, racially-literate curriculum-makers.

The study is conceptually framed around a humanizing ethnic studies framework, ethnic studies pedagogies, powerful knowledge from the academic field of ethnic studies, and consideration of additional knowledge(s)/ways of knowing. Tying these elements together is a nuanced understanding of Young and Muller’s (2010) “Future 3” curricular heuristic.

Using an engaged, collaborative, qualitative case study, the researcher not only sought to better understand the work of the Collective for her own research interests, but participated in the facilitation of the Collective alongside an ethnic studies professor. Such a methodology allowed for an advancement of knowledge for the field, but also a direct contribution to the local educational ecosystem.

Findings suggest that teachers working within the Collective could articulate the broad aims of ES. Furthermore, they were able to utilize different sources of knowledge (academic, community, experiential) in their curricular development. However, most teachers possessed an under-developed “toolkit” needed for deep knowledge-work related to the workings of race/racism, curriculum-thinking, and curriculum development, which limited the epistemic quality and emancipatory potential of their lessons.

The inclusion of ethnic studies modes of thinking in the curriculum is in itself an attempt to improve teaching (an innovative approach), as it strives to better address the needs of minoritized students and improve teaching related to race/ism. The findings also encourage a particular understanding of curriculum-making for more socially-just teaching, and have direct implications for advancing equity and inclusion within teacher education.

This paper investigates the ongoing tensions in the conceptualization of democracy and education within Australian society through the lens of four national daily newspapers. According to John Dewey, cultivating a well-informed public opinion through communication among citizens was a central aspect of the construction and renovation of democracies across the generations. Nevertheless, in past years, we have seen an increase in debates about democracy and schooling. On one hand, scholars have been demonstrating the potential that school curricula have in influencing young students’ political participation within their communities. Studies look at how youth activists use technology within schools to mobilize for crucial issues of contemporary times. On the other hand, conservative governments are eager to argue against the ‘politization of the curricula’ with demands to schools to ‘go back to the basics, with more learning and less activism’. This study presents a themed analysis of more than 1,000 articles using systematic search terms like ’democratic education’, ‘neo- liberal education’, ‘youth participation’, ‘Indigenous youth’, ‘citizenship education’ and ‘curriculum change’. Findings show that three dominant themes are exposed: i) the political agenda of democratic education (including school funding and which political party is leading government, ii) the politico-social factors persuading democratic education and curriculum (including race, class, capitalism, fascism, national reporting benchmarks such as national curriculum reform), and iii) the pre-occupations of democratic education and curriculum (including civics education, values and moral education, liberalism, drug education, consent education, indigenous perspectives, language and literacy).These findings highlight the public political tug-of-war over democratic ideals in Australian schooling and curriculum. The analysis underscores the significant impact of political and social forces on educational content, emphasizing the need for policies that balance ideological diversity with the goal of fostering active, informed participation in democracy to build a new social contract in Australian education.

Research Aim: This study explores the potential for adapting Scotland’s Curriculum for Excellence, particularly its senior phase, to the U.S. social studies curriculum, with an emphasis on Pennsylvania. The research seeks to determine the compatibility of Scotland’s curriculum with the NCSS’s C3 Framework, assessing its capacity to enhance historical thinking, civic responsibility, and student engagement in U.S. high school social studies.

Theoretical Framework: Using inquiry-based and project-based education principles, the study is grounded in democratic education and social justice theories. It examines how Scotland’s curriculum can prioritize 21st-century skills alongside civic literacy, addressing the needs of students in underfunded, Title I schools in the U.S. through a curriculum that balances STEM competencies with active citizenship.

Methods: The research consists of three phases:

1. Interviews with Scottish educators and curriculum experts at the University of Edinburgh to gain insights into the senior phase.
2. Observational research in Scottish secondary schools, focusing on methods for teaching social studies and citizenship.
3. Development of a U.S.-adapted curriculum model informed by findings and consultations with local educators for practical implementation.

Findings: Preliminary findings indicate strong alignment between Scotland’s senior phase curriculum and the C3 Framework, particularly in fostering inquiry, critical thinking, and civic engagement. Observations suggest that the curriculum’s interdisciplinary approach can both engage students and foster civic responsibility, offering a model for equitable education practices in U.S. social studies.

Relevance to Conference Theme: This presentation aligns with the ISATT theme of “Promoting Equity and Inclusion through Effective Partnerships with Schools” by showing how international curriculum practices can support equitable, civically focused education in U.S. Title I schools. It also addresses “Addressing Social Justice by Leveraging Technology and Innovative Approaches,” proposing adaptable structures to integrate social studies and civic education in under-resourced contexts, and fostering international dialogue on equitable, civic-centered education.

This paper is concerned with provision for children’s learning of literacy and numeracy in primary education in Uganda. We draw on research we conducted for the Global Education Monitoring Report (GEMR) 2023 Spotlight series on foundational learning in Africa. The analytical framework for the research focused on three elements in the provision of education: curriculum and learning materials, support for teachers and assessment practices and how far these elements were aligned with each other and how far they were being implemented in the classroom. We focus the paper on the classroom implementation element to shed light on the challenges and promise of advancing equitable teaching practices in challenging situations. Primary education in Uganda is in principle compulsory for children aged 6-13 and has a seven-year cycle (P1 to P7). Data for the paper was generated from research in 12 primary schools in four districts in Uganda. The purpose was to gain insights into issues affecting quality and equitable foundational literacy and numeracy (FLN) teaching and learning. Data was obtained from interviews and focus group discussions with district officials, headteachers, teachers, parents and community leaders; and from observations of mathematics lessons in P3 and P7. Responses from the districts showed that many government-funded schools had serious shortages of teachers, classrooms and learning materials, which limited the scope for interactive teaching methods and formative assessment. Evidence from classroom observations shows that textbooks were more widely used by teachers than by learners, since most learners did not have the books. There was also a tendency to whole-class teaching, rather than group work or individualised instruction. Differentiation of tasks was rare. We argue that achieving equitable teaching practices goes hand in hand with supportive policies and practices enabling teachers to adapt their teaching approaches in ways that cater for the needs of each child.