Ethical Considerations on Representing Slavery in Curriculum

Critical discourse on the role of slavery in U.S. history curriculum has tended to rely on calls for justice through truth and complexity. Yet the “truth” of slavery is almost incomprehensibly violent, constituting a form of “historical trauma”; the resultant instructional methods thus resemble what Berry and Stovall term a “curriculum of tragedy.” Ethical questions emerge regarding this method. Chiefly, if slavery constitutes a “historical trauma,” what are the possibilities of a Trauma-Informed curriculum? What are the responsibilities owed to students and historical subjects? Building from critical interventions in Black Feminist Theory and the work of the Frantz Fanon, I propose curricular interventions that attempt to mediate concurrent dynamics of trauma, pain, mourning, action, and revenge.

Tensions with international mindedness: teaching in the international baccalaureate program

PurposeInternational mindedness (IM) is a core element of International Baccalaureate (IB) programs. Implementation of IM varies with the type of international school and where the IB school is situated. This article seeks to understand the tensions that three teachers experienced while teaching the IB Diploma Program history curriculum.Design/methodology/approachFor this study, three IB teachers examined their experiences teaching the history curriculum. This article offers relevant research on the difficulties in implementing IM and the following tensions: (1) situating the IB curriculum; (2) with hegemonic privilege and (3) in high-stakes testing.FindingsIM can be integrated into the history curriculum to make the history curriculum relevant for the global community. While each interviewee enjoys teaching in the IB program and believes the IB history curriculum offers opportunity for IM, they also feel the history curriculum would benefit from modification. Each interviewee's points of view bring a relevancy and an authenticity for why tensions exist when teaching IB diploma history.Originality/valueThere is a gap of research in how and to what extent teachers implement IM into the IB high school history curriculum. Further, teachers' views regarding the IB history curriculum and whether the history curriculum facilitates one's teaching IM is largely anecdotal. Thus, this study is unique in its offering three interviews by IB high school history teachers on IM and the tensions they feel when teaching about and attempting to implement IM.

Evaluation of Senior High School History’s Program Curriculum Implementation of Curriculum 2013 in the Province of DKI Jakarta

The purpose in this study to evaluate of Senior High School (SMA) Historys Program Curriculum Implementation in Jakarta Province. This study used the CIPPO program evaluation model includes: (1) Context, consisting of the fundamental framework, curriculum standards, and curriculum goals; (2), Input, consisting of elements of curriculum developers, principal, teacher, and student; (3) Process, consisting of planning, learning, and assessments; (4) Product, and the effect of history (5) Outcomes, consisting of history.This research is qualitative with documentation studies, interviews, and observations, which are then enriched with a quantitative data in the form of tests. Data analysis techniques include data collection, data condensation, data presentation, and conclusions. The population studied were SMAN 70, SMAN 48, SMAN 77, and SMAN 18 which implemented Curriculum 2013 and opened a class Science Social Knowledge (IPS) where the subjects of History Indonesia and History Interest in the same academic Interest in Students. The results of the study show that there is a systemic bias, starting from stakeholder understanding, curriculum documents, processes by teachers, learning outcomes, to learning outcomes in the implementation of the High School History Curriculum in the 2013 Curriculum in DKI Jakarta Province.

Addressing the Exclusionary Nature of Eurocentric World History Instruction- A Systematic Literature Review

The exclusion of global knowledge in favor of a condensed western-centric history curriculum casts a shadow on the fact that America is the most globalized and culturally diverse nation in the world. This paper aims to analyze the standards-based world history curriculum as taught in high school among both regular and Advanced Placement classes for its deficiency in providing a comprehensive global history. The primary topic used in the qualitative content analysis and systematic literature review is Buddhism and its spread throughout China. Especially with the curriculum change from the College Board’s AP World History to AP World History: Modern, key developments in history are marginalized in favor of a direct look at history beginning in the 13th century (1200 CE onwards). Twenty-five world history instructor websites were analyzed to explore the extent of instruction on concepts related to Buddhism in East Asia. The literature review results support the hypothesis that the major world religion is sparsely covered in the greater picture of general world history. Included is a short paper covering information on the spread of Buddhism into China based on research findings from more in-depth college courses as well as simple internet browsing. This paper concludes with a recommendation that educational policies and curriculum standards address the growing diversity of the U.S. student population.