Making and Measuring the California History Standards

Fogo, Bradley

doi:10.1177/003172171109200814

Cited by 7 publications

(7 citation statements)

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“…In 2008, the California History-Social Science Project (CHSSP) won the contract to rewrite the framework in collaboration with the Curriculum Framework and Evaluation Criteria Committee (CFCC). As the CHSSP wrote the revisions, the CFCC was charged with offering feedback and leading public hearings (Fogo, 2011;K. McDonald, personal communication, March 5, 2014;N.…”

Section: Curricularizing Mendezmentioning

confidence: 99%

“…Unlike AB 531, Mendez's inclusion faced no resistance (M. Matsuda, personal communication, February 21, 2014;McDonald, personal communication, March 5, 2014). Although there was some tension in how other events would be added to the framework (Fogo, 2011), the Curriculum Commission approved the draft that the CHSSP and CFCC wrote about Mendez with no revisions (McDonald, personal communication, March 5, 2014). However, then-Governor Schwarzenegger would again foil Mendez's inclusion in the framework.…”

Section: Curricularizing Mendezmentioning

confidence: 99%

“…The original 1998 iteration of the framework turned into a political push and pull over what and whom to include in the social studies textbooks and the framework (Cornbleth & Waugh, 1995). The 2017 adoption process had no such debate about whether or not to represent a more multicultural California, but rather about how to represent distinct racial/ethnic groups (Fogo, 2011). This case study focuses on what happens after stakeholders agreed to include greater representation of a historically marginalized community: Mexican Americans.…”

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confidence: 99%

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Diluting Mexican American History for Public Consumption: How Mendez Became the “Mexican American Brown”

Santiago

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context To adapt to increasingly diverse classrooms, some school districts are trying to offer additional curriculum that represents the diversity of their students. California, where half of school-age children are Latinx, is at the forefront of including Latinx histories in its curriculum. The state's 2017 California History-Social Science Framework claims to prioritize “engaging and relevant” history curriculum. Yet, as this article reveals, curricular inclusion does not always lead to complex representations of Latinx histories. Purpose/Objective/Research Question/Focus of Study This article focuses on Mendez v. Westminster School District of Orange County (1946), a Mexican American school desegregation case, as an example of how Latinx experiences were diluted to appeal to a larger audience, gain traction, and justify their addition to the California framework. Research Design This article includes analysis of five forms of data: historiography of the case, primary documents regarding the court trial and appeal, primary documents related to Mendez becoming part of the California framework, educational resources, and interviews with people who advocated for Mendez to be taught in K–12 classrooms. Findings Although Mendez was included in the California History-Social Science Framework, the version that was embraced was more about Brown v. Board of Education than Mendez or Latinx school segregation. To appeal to a larger audience, the Mendez story had to attach itself to an already celebrated and well-known event. This gave rise to the “Mexican American Brown ” interpretation that stretches the historical truth, exaggerating the connection between Brown and Mendez. Educational and curricular resources facilitated this process in three ways: (1) claiming that Mendez was the legal precursor to Brown; (2) fabricating Earl Warren's participation in Mendez; and (3) exaggerating the role that Thurgood Marshall and the NAACP had in Mendez. Historical actors were then used to corroborate the Mexican American Brown story. This article ends with analysis of what is lost when Mendez is represented in the California framework as the Mexican American Brown. Conclusions Mendez v. Westminster's addition to the California framework signifies that it is an event worth learning. Yet, it is Mendez's relationship to Brown that made it worthy. This leads to an “illusion of inclusion,” which gives the impression that Mexican Americans are being incorporated into the curriculum but actually fails to represent their unique experiences. Historical events that validate the stories of Latinx communities are still very much missing from curricular materials.

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Section: Curricularizing Mendezmentioning

confidence: 99%

Section: Curricularizing Mendezmentioning

confidence: 99%

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confidence: 99%

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Diluting Mexican American History for Public Consumption: How Mendez Became the “Mexican American Brown”

Santiago

2020

Teachers College Record: The Voice of Scholarship in Education

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“…While the HSSF emphasises multiple forms of assessment, historical thinking skills, and the central importance of writing in the history classroom, the CSTs are multiple-choice tests focused on the recall of content (Fogo, 2011). Fogo (2011) suggests that the asymmetric relationship between the framework, standards, and tests reflects a lack of horizontal integration of policy at the state level. The standards dominate California’s curriculum, while the HSSF frameworks are reduced to a guide on how to teach in accordance with the standards.…”

Section: Citizenship Education For 15–16-year-old Students In Two Parmentioning

confidence: 99%

“…Further, California history tests comprising multiple-choice exams have changed the balance between governing documents, prescribing the previously proposed content of ‘ History–Social Science Content Standards ’ (HSSCS, 2000). As Fogo (2011) explained, the conservative wing advocating content-heavy chronological history has won the struggle over content. Referring to examples from the California history multiple-choice tests, Breakstone et al (2013: 54) have questioned what happened to ‘thinking’ within history and to students’ ability to interpret past events within their context.…”

Section: Citizenship Education For 15–16-year-old Students In Two Parmentioning

confidence: 99%

Democracy and curriculum—the task still before us

Wahlström

2019

European Educational Research Journal

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This article explores how John Dewey’s concept of democracy can contribute to our understanding of what is required from education amid growing nationalism and populism, even in what are usually perceived as established democracies. The purpose of the study is to explore how standards-based curricula for citizenship education can be problematised in relation to the broad concept of democracy. The meaning of citizenship education in curricula is examined through two cases from western countries (Sweden and the USA) with standards-based curricula. These social studies curricula deal with democracy as something ‘to teach about’, rather than focusing on helping students learn to understand and recreate democracy for their own generation. However, the concept of democracy, as a moral and ethical ideal, becomes difficult to express in a curriculum logic of standards and knowledge outcomes emphasising measurability. Now, when democracy is challenged, also seems to be the right time to confront the logic of a standards-based curriculum and the selective traditions of subjects within the social studies, as well as to ask the questions ‘why?’ and ‘what for?’ in relation to basic social values and students’ competences.

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History Curriculum, Standards, and Assessment Policies and Politics

Keirn

2018

The Wiley International Handbook of History Teaching and Learning

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Making and Measuring the California History Standards

Cited by 7 publications

References 0 publications

Diluting Mexican American History for Public Consumption: How Mendez Became the “Mexican American Brown”

Diluting Mexican American History for Public Consumption: How Mendez Became the “Mexican American Brown”

Democracy and curriculum—the task still before us

History Curriculum, Standards, and Assessment Policies and Politics

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