%0 Journal Article
%T Using deliberation to address controversial issues: Developing Holocaust education curriculum.
%A THOMAS MISCO
%J International Journal of Education Policy and Leadership
%D 2007
%I Association for Supervision and Curriculum Development, Simon Fraser University, George Mason University
%X 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.
%U http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/68/30