Cover -- Title Page -- Front Matter -- Table of Contents -- Series Foreword -- Acknowledgments -- Introduction -- Chapter 1: Standards, Multicultural Education, and Central Curriculum Questions -- Standards and Diverse Funds of Knowledge -- Central Curriculum Questions -- Framework for Multicultural Curriculum Design -- Chapter 2: Teachers'' Beliefs About Knowledge -- Teachers'' Beliefs -- Teachers Reflect on Their Beliefs -- From Self-Examination to Action -- Chapter 3: Designing Curriculum Around Big Ideas -- Organizing Curriculum for Meaning and Engagement -- Planning Around Big Ideas -- Ideology and Content Standards -- Possibilities and Challenges -- Chapter 4: Democratized Assessment -- Reform-by-Testing and Curriculum -- Classroom-Based Assessment -- Possibilities and Challenges -- Chapter 5: Transformative Intellectual Knowledge and Curriculum -- What is Transformative Intellectual Knowledge? -- Limits of the Additive Approach to Curriculum -- Counternarratives and Transformative Intellectual Knowledge -- Investigating Transformative Intellectual Knowledge -- Possibilities and Challenges -- Chapter 6: Students as Curriculum -- Knowledge Students Bring to School -- Curriculum as a Complicated Conversation Across Diverse Perspectives -- Possibilities and Challenges -- Chapter 7: Intellectual Challenge of Curriculum -- Expectations -- Curriculum Planning and Intellectual Challenge -- Building Enabling Strategies into Curriculum -- Possibilities and Challenges -- Chapter 8: Curriculum Resources -- Student Identity and Curriculum Resources -- Resource Form and Student Learning -- Locating Resources -- Possibilities and Challenges -- Chapter 9: Multicultural Curriculum, Democracy, and Visionary Pragmatism -- Curriculum and Democracy -- Administrative Support -- Visionary Pragmatism in a Time of Standardization -- Notes -- References -- Index -- About the Authors -- .
