ABSTRACT
Kevin Kumashiro experiences suggest that it is often easier to imagine anti-oppressive changes in social studies curriculums than in the curriculums of other disciplines. Many of the discussions he heard about trying to make curriculum more inclusive or multicultural often revolve around social studies, especially the study of U.S. history. For some teachers, teaching toward social justice meant teaching students to honor what America stands for and to stand behind its war on terrorism. For such teachers, teaching toward social justice meant teaching students about racial and religious differences and challenging stereotypes, particularly with regard to Islam. An anti-oppressive social studies curriculum is not purporting to tell the anti-oppressive story about September 11th, World War II, or whatever it is people's are studying. The cooperative approach to transformative education holds accountable for envisioning and creating a classroom space where teaching and learning towards social justice can occur while learning towards the state standards.
