This special edition addresses curriculum reform within disadvantaged communities that relate to teaching learners from destitute societies. Furthermore, it points to some divergences in curriculum and pedagogy, with impecunious teachers placing more emphasis on informality and negotiation. While the curriculum challenge in rural communities is not a blend of social, cultural and political factors, transforming pedagogical practices can present viable solutions to the disparities facing impoverished schools. Rather than devalue learners’ racial and cultural experiences, teachers can activate learners’ critical consciousness and integrate their cultural backgrounds into the content of their learning experiences (Ladd and Sorensen 2015).

中文翻译：

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弱势社区课程改革：批判性教学法

这本特别版针对贫困社区中的课程改革，这些课程与来自贫困社会的学习者的教学有关。此外，它指出了课程和教学法上的一些差异，不称职的教师更加重视非正式性和谈判。尽管农村社区的课程挑战不是社会，文化和政治因素的混合，但改变教学方法可以为贫困学校面临的差距提供可行的解决方案。教师不仅可以贬低学习者的种族和文化体验，还可以激发学习者的批判意识，并将其文化背景融入学习体验的内容中（Ladd and Sorensen 2015）。