ABSTRACT
Control of the curriculum – what gets taught – is often contested by teachers, school-based administrators, district officials, state education departments, parents, and even students. Much of the contemporary political culture war being fought in the United States focuses on education and efforts to address race, racism, and inequality in classroom discussions and bans on diversity, equity, and inclusion initiatives intended to make schools safe and friendly spaces for all students. This chapter continues discussion of the goals of different educational theorists, connects educational theory and social studies practice, explores ideas about democratic and transformative classrooms, and examines the political nature of curriculum debates. The chapter addresses the questions Why was debate on national history standards so heated?, Should teachers discuss their opinions in class?, Why is defense of academic freedom important?, Should teachers encourage students to work for social justice?, and How can classroom teachers empower students? Key concepts include academic freedom, democratic community, goals, politics, and transformative education.
