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The More Things Change, the More They Stay the Same: Excavating Race and the Enduring Racisms in U.S. Curriculum


by Anthony L Brown & Keffrelyn D Brown — 2015

Drawing from the theories of racial formation theory and race marking, this chapter explores the durability of racial discourses in school curriculum over time in the United States. The authors’ inquiry focuses on racial discourses located in two sources of curricula knowledge: children’s literature and U.S. history textbooks.


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This article originally appeared as NSSE Yearbook Vol 114. No. 2.


Cite This Article as: Teachers College Record Volume 117 Number 14, 2015, p. 103-130
http://www.tcrecord.org ID Number: 18289, Date Accessed: 7/23/2017 12:45:40 AM

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About the Author
  • Anthony Brown
    University of Texas at Austin
    E-mail Author
    ANTHONY L. BROWN is associate professor of curriculum and instruction and African and African Diaspora studies (by courtesy) at the University of Texas at Austin. His research focuses on how African Americans’ histories and experiences are portrayed in school curriculum, academic discourse, and popular culture. His work has been published in Harvard Educational Review, Urban Review, and Curriculum Inquiry.
  • Keffrelyn Brown
    University of Texas at Austin
    E-mail Author
    KEFFFRELYN D. BROWN is associate professor of curriculum and instruction and African and African Diaspora studies (by courtesy) at the University of Texas at Austin. Her research focuses on curriculum knowledge of the African American experience and the relationship across the sociocultural knowledge of race, teachers, teaching, and curriculum. Her work has been published in Harvard Educational Review, Teachers College Record, and Race, Ethnicity and Education.
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