摘要：This special edition addresses curriculum reform within disadvantaged communitiesthat relate to teaching learners from destitute societies. Furthermore, it points tosome divergences in curriculum and pedagogy, with impecunious teachers placingmore emphasis on informality and negotiation. While the curriculum challenge inrural communities is not a blend of social, cultural and political factors, transformingpedagogical practices can present viable solutions to the disparities facing impoverishedschools. Rather than devalue learners’ racial and cultural experiences, teachers canactivate learners’ critical consciousness and integrate their cultural backgrounds intothe content of their learning experiences (Ladd and Sorensen 2015).
