Open AccessUsing deliberation to address controversial issues: Developing Holocaust education curriculum for Latvian schools
Author(s) -
Thomas Misco
Publication year - 2007
Publication title -
international journal of education policy and leadership
Language(s) - English
Resource type - Journals
ISSN - 1555-5062
DOI - 10.22230/ijepl.2007v2n8a68
Subject(s) - deliberation , curriculum , variety (cybernetics) , the holocaust , pedagogy , latvian , sociology , engineering ethics , political science , engineering , law , politics , linguistics , philosophy , artificial intelligence , computer science
This paper explores how a cross-cultural project responded to the need for new Holocaust educational materials for the Republic of Latvia through the method of curriculum deliberation. Analysis of interview, observational, and document data drawn from seven curriculum writers and numerous project members suggest that curriculum deliberation helped awaken a controversial and silenced history while attending to a wide range of needs and concerns for a variety of stakeholders. The findings highlight structural features that empowered the curriculum writers as they engaged in protracted rumination, reflected upon competing norms, and considered the nuances of the curriculum problem in relation to implementation. Understanding the process, challenges, and promises of cross-cultural curriculum deliberation holds significance for educators, curricularists, and educational researchers wishing to advance teaching and learning within silenced histories and controversial issues.