Cultural Self Meets Cultural Other in the African American Experience: Teachers' Responses to a Curriculum Content Reform.

school districts in many areas of the United States are involved in curricular content reforms generated by demands from local African American community members for changes in the quantity and quality of information that is taught about the African experience. In theory, if not in actual practice, these demands for change are also demands for culturally relevant teaching. School districts in Portland, Oregon, and Buffalo have instituted reforms that call for the infusion of African and African American content in all areas and at all levels of their curricula. These school districts have established African and African Ameri-

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