Social Studies Classrooms and Curricula - Potential Sites for Inclusionary Practices

Abstract

This paper will examine the findings of an investigation into the in/exclusive nature of social studies curriculum documents, specifically an examination of perspectives used to understand historical events and the language used to report these events. My investigation has revealed a limited set of lenses offered by curriculum through which we can view historical events, and clearly indicates a need to address the exclusionary nature of curriculum in regard to gender.