Melting Pot Influences on Secondary English Curriculum Policy

dc.creator	Allison Skerrett
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:20:26Z
dc.date.available	2015-07-20T22:20:26Z
dc.identifier	1555-5062
dc.identifier	https://doaj.org/article/bbfc33b7a6bc4916845a0e4471bcfb88
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20088
dc.description	This article explores how racial, cultural, and linguistic diversity are addressed in secondary English curriculum policy in Massachusetts, U.S.A. Data are analyzed through theories of the sociology of knowledge and the myth of the United States melting pot. Analysis revealed that curriculum policy privileged Eurocentric literature and the English language and adhered to a melting pot ideology. The article considers how the international educational policy movement toward post-standardization may afford greater responsiveness to diversity.
dc.language	English
dc.publisher	Association for Supervision and Curriculum Development, Simon Fraser University, George Mason University
dc.relation	http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/184/83
dc.relation	https://doaj.org/toc/1555-5062
dc.source	International Journal of Education Policy and Leadership, Vol 4, Iss 11 (2009)
dc.subject	curriculum
dc.subject	policy
dc.subject	diversity
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Melting Pot Influences on Secondary English Curriculum Policy
dc.type	article