Date of Award
5-2016
Degree Type
Final Project
Degree Name
Master of Arts in Community Development and Planning (CDP)
Department
International Development, Community and Environment
Chief Instructor
Laurie Ross
Second Reader
Eric DeMeulenaere
Keywords
self-awareness, woymn of color, critical consciousness, development, Eurocentric, social justice curriculum
Abstract
This paper will illustrate the project conducted to disrupt Eurocentric education through a social justice curriculum. Eurocentric education has silenced and misconstrued the history and truth of marginalized communities. There is a need for curriculums that challenge the dominant narrative and help students of color acknowledge the triumphs and challenges their people face. This curriculum was created to assist students of color towards the process of developing critical consciousness and self-awareness. Through Critical Race Theory and other frameworks we were able to conduct a series of workshops. Through these workshops youth began a process of self-awareness and critical consciousness through self, societal and global awareness through the centralization of race as a result of being engaged, well-delivered content and a beneficial learning environment.
Recommended Citation
DaCunha, Joanna Cidalia Miranda, "Disrupting Eurocentric Education through a Social Justice Curriculm" (2016). Sustainability and Social Justice. 25.
https://commons.clarku.edu/idce_masters_papers/25
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Leadership Commons, International and Area Studies Commons, Urban Studies and Planning Commons
