NCJ Number
227848
Journal
Journal of Social Issues Volume: 59 Issue: 1 Dated: 2003 Pages: 83-101
Date Published
2003
Length
19 pages
Annotation
This study critiqued the curriculum used in third through fifth grades in two public schools in a large Northeastern city in introducing issues of racial and ethnic discrimination as a theme, with a view toward examining social conflict and violence prevention.
Abstract
The main criticism of the curriculum and teaching method is the failure to appreciate that such educational programs, particularly in classrooms with students of diverse backgrounds, are introduced in a context of diverse "values." As used in this study, "values" are defined as "culturally specific ways of knowing, feeling, and acting in response to environmental, economic, and social circumstances." Given this value-laden context for presenting such a curriculum, a major goal of each program should be to assist teachers and students in examining values rather than only conforming to predetermined values that the program seeks to impose on students. Open discussion about different values and the circumstances in which they apply should be an explicit and ongoing aspect of teacher training, student work, and research in violence studies. Drawing on children's experience can make the important point that commonly accepted values are open to examination and critique. This suggests that children should speak openly about concerns, fears, and reasoning that may be suppressed under a curriculum that aims to impose predetermined values from a mainstream perspective. It is important that children be socialized to engage in critical reflection about social issues. Values negotiation should be a central part of the curriculum, since it is an important part of conflict resolution and a means of preventing violence. 2 tables and 24 references