No abstract

Classrooms are more diverse than ever before with increasing numbers of multilingual students who are developing English proficiency while simultaneously being expected to learn and perform in English in literacy and the content areas. In the context of the United States, previous efforts to prepare teachers for the heterogeneous population of students have led to simplified curriculum that limits children's equitable access to rigorous disciplinary learning. This chapter probes one project's efforts to build capacity in schools by holistically preparing educators across grades and disciplines to provide equitable instruction for students labeled as English learners. Using a framework that added a language lens to the understanding by design framework already used in partner schools, participants developed understandings and practices that facilitated curricular design that maintained focus on language across instruction.

This study is about the curriculum theorizing of self‐other and transformation. The two authors, both of Asian heritage, share their lived experience and interpretations of Chapter 20 of I‐Ching. This paper revisits a conventional, humanistic division of self‐other as a launching pad to challenge the current discourse on cultural diversity and curriculum change. Mainly, the authors revisit the dichotomous understanding of self‐other and challenge modes of curriculum change that are operated by the logic of meritocracy and individual effort. This investigation of I‐Ching opens up its landscape through a conversation about personal and social change, with an epistemological shift from the self‐other binary, thus imagining curriculum implications for a different society. The process of writing narratives is an epistemological healing process in that writing as inquiry helps revalue indigenous intellectual treasures that have been denigrated by Eurocentric ideologies both historically and politically. This examination of I‐Ching, specifically hexagram 20, will provide educators with an innovative epistemological frame that will allow them to review, rethink, challenge, and possibly advance discourses on seeing, change, and self‐other in curriculum and cultural studies.