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Curriculum Transformation, K–12

The process of K–12 curriculum transformation in the United States relies on a complex, sometimes contradictory set of interests and constituencies that is fraught with political tension. Instead of an organized, clearly articulated process, there exists a patchwork of official government, professional, nongovernmental, and nonprofit organizations—as well as private sector businesses—that all contribute to what curriculum is taught in K–12 public schools. Such relative chaos in curriculum development creates possibilities and problems for issues of diversity in the transformation of the K–12 curriculum.

Defining Curriculum

Any formal discussion of curriculum transformation requires an exploration of how we define the term curriculum itself. Historically, the actual word curriculum has its roots in the Latin word currere, which means a course-to-be-run. However, educational researchers, professionals, and lay people do ...

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