Summary

Curriculum studies is a field that addresses the sociopolitical, historical, and cultural norms and values that impact the classrooms and corridors of schools and their interrelated systems of schooling. Questions of curricula, the formal (what is meant to be taught), the null (what is not taught), the enacted (what is learned through interactions), and the hidden (what is learned through cultural norms) are significant to curriculum studies and are entangled with local and less local histories, politics, and cultures. Sociocultural precepts such as race, gender, and sexual orientation are therefore enmeshed with these forms of curriculum. The study of how race, gender, and sexual orientation are related is therefore at once historical and contemporary in its significance. To understand the relationship between these ideas is to follow lines from Title IX, the Meriam Report, the exclusion of certain terms from the Diagnostic and Statistical Manual, redlining, and other significant national policies and practices that impact schools and the curriculum. Finally, while it may be easy to falsely split questions of race from questions of gender or sexual orientation, an attention to how intersectional identities impact the curriculum becomes especially significant to disrupting colonial, sexist, racist, homophobic, and transphobic norms and values that often render the fe-male body as property of the cis-hetero patriarchy. Within these intersectional dialogues, curriculum studies scholars often find the important tools for dismantling and discussing normalized marginalization in schools and across systems of schooling as they touch and are touched by local and less local communities.