Abstract
ABSTRACT This study, based on the writer's participation in a curriculum development programme in a large school district in a city in the north‐east corner of the USA, examines the process by which groups described as minorities, particularly African‐Americans, seek to impact on mainstream school curricula. The context against which the study works is that of an African‐American community seeking to challenge the curriculum for the punitive effects it has on adolescents. The study is divided into three parts; it begins with a sociological profile of the city and its schools; a second part describes the key phases through which the consultation process of the Education Board moves; and a final part examines the issues which arise in the consultation. The paper argues that curriculum development in the USA, and the struggles which characterise such development, especially around the content of the curriculum, are emblematic of the contested nature of representation in the USA. How are the images and symbol...
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