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Marginalized Communities, Curriculum, Children (MC3)

Marginalized Communities, Curriculum, Children (MC3)

Denise Davis-Cotton
Copyright: © 2021 |Pages: 35
ISBN13: 9781799856955|ISBN10: 179985695X|ISBN13 Softcover: 9781799856962|EISBN13: 9781799856979
DOI: 10.4018/978-1-7998-5695-5.ch005
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MLA

Davis-Cotton, Denise. "Marginalized Communities, Curriculum, Children (MC3)." Emerging Strategies for Public Education Reform, edited by Marquis Carter Grant, IGI Global, 2021, pp. 126-160. https://doi.org/10.4018/978-1-7998-5695-5.ch005

APA

Davis-Cotton, D. (2021). Marginalized Communities, Curriculum, Children (MC3). In M. Grant (Ed.), Emerging Strategies for Public Education Reform (pp. 126-160). IGI Global. https://doi.org/10.4018/978-1-7998-5695-5.ch005

Chicago

Davis-Cotton, Denise. "Marginalized Communities, Curriculum, Children (MC3)." In Emerging Strategies for Public Education Reform, edited by Marquis Carter Grant, 126-160. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-5695-5.ch005

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Abstract

This chapter provides an extensive view of the literature pertinent to issues of educational deprivation in marginalized communities, curriculum, and children. It raises awareness of systemic racial inequities that result in condemning children of color to a life of poverty. It also offers an understanding of how to develop culturally-inclusive arts-integrated curricula to redirect the trajectory of public education in these marginalized communities. Focusing on equity, culture, access, social-emotional learning, and special education, the priority is to increase teacher awareness about their students' cultural identities, develop each student's intellectual and creative talent, and cultivate empathetic cross-cultural, multiracial, multiethnic learning environments.

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