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--- culturally_proactive_curriculum [2022/03/15 16:01] – 76.23.135.43
+++ culturally_proactive_curriculum [2022/03/15 16:06] – 76.23.135.43
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 Scholars argue the focus on the "[[https://jgregorymcverry.com/misreadingscienceofreading|science of reading]]" as a tool to deprofessionalize education. The reductive lens of only looking at reading through the lens of "fixing" children perpetuates a narrative of failure while not recognizing literacy practices out side of school.
-This liberatory call to action rooted in Friere and the collective works of the African Dispora and Indigenous Art Movements has lead to scholars wanting a more culturally proactive pedagogy that seeks praxis “that inextricable union between critical reflection on oppressive conditions and the social action necessary to transform the world into a more just and equitable place” (Garcia & O’Donnell-Allen, 2017, 17).
+This liberatory call to action rooted in Friere (1994) and the collective works of the African Dispora and Indigenous Art Movements has lead to scholars wanting a more culturally proactive pedagogy that seeks praxis “that inextricable union between critical reflection on oppressive conditions and the social action necessary to transform the world into a more just and equitable place” (Garcia & O’Donnell-Allen, 2017, 17).
+Within the context of standardized test and greater state control of curriculum Garcia and O'Donnell-Allen suggest a curriculum based on [[connected learning]] which:
+  - focuses on equity and access,
+  - includes both civic engagement and academic learning goals,
+  - occurs at the intersection of academic needs, student interests, and local culture.