Uncovering Settler Grammars in Curriculum
By Dolores Calderon
from the Special Issue on De/colonizing, (Post)(Anti)Colonial, and Indigenous Education, Studies, and Theories
This piece represents a timely entry into the discussion around social studies curriculum, its role in U.S. society, and how it is oftentimes used to promote particular types of ideological projects. These debates on representation, however, leave the settler colonial context from which curriculum is produced unexamined. This article offers important insights around social studies curriculum and how it is informed by U.S. settler colonialism.