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Kliebard’s work as both curricular historian and curricular theorist, using his methodological approach to understand the purpose of education through the history of education and curriculum. It examines two key curricular events in the 1930s—the Eight-Year Study and Harold Rugg’s social studies textbooks—and argues that massive poverty and economic precarity did not produce federal centralization of curriculum and school policy. Instead, localized and radical interventions emerged, with continuing possibilities for resistance. 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Casey 1 and Michael McCanless  \nRhodes College  \nAbstract  \nThis paper analyzes the work of Herbert M. Kliebard, not only as a curricular historian, but also as a curricular theorist. We focus on his approach to studying the history of education and curriculum as a methodological framework for understanding the purpose of education. Next, we explore two important curricular events in the 1930s: The Eight-Year Study and the social studies textbooks of Harold Rugg. While the 1930s were markedly different from today, most notably in terms of the demographic and educational contexts of the United States, our analysis points to ways that educational scholars in the 21st century might mobilize more Kliebardian insights in their work. In both sections, we build from Kliebard’s discussion to explore ways in which massive poverty and economic precarity did not lead to the federal centralization of curriculum and school policy, but rather to a range of localized and radical curricular interventions and practices. We then draw from the sense of possibility at the core of Kliebard’s work to show that even in the face of seemingly commonsense responses to the growing poverty of school-aged youth, multiple opportunities for resistance remain. We conclude with future directions for curriculum theory and curriculum studies to carve out critical spaces where transgressional and transformational scholarship remain inherently possible.  \nKeywords: Herbert Kliebard, curriculum theory, curriculum history, anticapitalism  \nOn January 16, 2015, The Washington Post ran an article with the headline “Majority of U.S. Public School Students Are in Poverty”(Layton, 2015) . The premise of the piece followed from the Southern Education Foundation’s (Suitts, 2015) report that 51% of students in the United States in the 2012–2013 school year were eligible for free and reduced-price lunch. The 2012–2013 school year marked the beginning of a new era for public education: most students in public schools were now federally classified as poor.  \nWith the coming of the 2014–2015 school year, another shift in the population characteristics in the public school system occurred: students of color now made up more than 50% of the total student population (Maxwell, 2014) . These recent changes meant2  \n1 Correspondence concerning this article should be addressed to: Zachary A. Casey, 2000 N. Parkway, Memphis, TN 38112. Email: [caseyz@rhodes.edu](caseyz@rhodes.edu).  \n2 We cite newspaper articles to emphasize popular constructions and narratives of the ways that students of color and students who qualify for free and reduced-price lunch are “framed,” as articulated by Lakoff (2002, 2004) to mean the contextual and co-textual ways in which particular ideas are animated through lenses that condition and determine aspects of how they are interpreted. See Kumashiro (2008) for more on how frames of neoliberalism animate right-wing educational policies.  \nBerkeley Review of Education Vol. 8 No. 1, pp. 23–38  \n24 Casey & McCanless  \nthat, as of 2016, most students in school were students of color whose family incomes qualified them to receive free meals at school. This new demographic reality of the schoolaged population presents a number of important policy, curricular, and peda","cbCaihsB6kciIUEp","https://ap.wps.com/l/cbCaihsB6kciIUEp","pdf",380820,17,"English","# Abstract\n## Curricular history and theory framework\n## Kliebardian insights and 1930s cases\n## Poverty, policy centralization, and localized interventions\n## Neoliberalism, testing, and curriculum reform\n## Theses and future directions","[{\"question\":\"What is the paper’s main focus regarding Herbert Kliebard?\",\"answer\":\"The paper analyzes Kliebard’s work as both a curricular historian and a curricular theorist, emphasizing his methodological approach to studying the history of education and curriculum.\"},{\"question\":\"Which two 1930s curricular events are central to the analysis?\",\"answer\":\"The paper examines the Eight-Year Study and Harold Rugg’s social studies textbooks as key curricular events of the 1930s.\"},{\"question\":\"How does the paper characterize the relationship between poverty and curriculum policy?\",\"answer\":\"It argues that despite massive poverty and economic precarity, conditions did not lead to federal centralization of curriculum and school policy; instead, localized and radical curricular interventions and practices emerged.\"}]","Looking Backward to Go Forward: Toward a Kliebardian Approach to Curriculum Theory | PDF",1792079902,43]