Abstract
Using critical discourse analysis, this paper draws on the narratives of a number of African Canadian high-school students who discuss the relevancy of the Social Studies curriculum as presented in the classroom. In particular, these students indicate that the curriculum distorts and excludes their histories, contributions, and lived experiences. For them, the meaning of being African Canadians extends beyond the geographical socio-political boundaries of Canada. Furthermore, it is the impression of these students that teachers and school programmes reinforce this process of marginalization by ignoring alternative pedagogies and worldviews. The paper indicates the nuanced insights into curriculum, power and knowledge that can be gained from critical analysis of students' narratives.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
