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In this article, I argue that the enacted curriculum in the United States of America is driven by a politics of domestication--a negative process of acculturation by which individuals are required to conform uncritically to established norms in a community of practice, and by which they are prevented from using their own craft and/or professional knowledge to assist the community to grow. As a result, the science curriculum, instead of being a site for critical engagement, becomes more like a pasture--a site for the uncritical grazing of the "official knowledge". Suggestions are provided to address this pervasive issue and to explore more effective ways to develop curriculum that enables teachers to teach for diversity and understanding.

The article discusses the history of professional and semi-professional baseball in Lower Rio Grande Valley region of Texas from the 1920s to the 1970s. Teams considered include the Brownsville Tigers, San Benito Nine, and the Mission 30-30s. Topics explored include the social and community building aspects of baseball, racial interactions through baseball, and Mexican and Mexican-American baseball players.

In this paper, I offer a critique of A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) and of the Next Generation Science Standards (Achieve, 2013). While the new version of the science education standards and the arguments put forward to support them are an improvement from the previous version of the NRC Science Education Standards, we must pause and reflect on the implications on jumping on another education reform, fast moving train. Using sociotransformative constructivism as a guiding theoretical lens, I argued that the Conceptual Framework and NGSS documents fall short due to the lack of retrospection, the on-going contradictory discourses, and the lack of voice and representation in the development of these important policy documents. Suggestions for improvement and discussion are offered in hope that we might prevent the NGSS from having as little impact on teachers' practice and on students' learning as the previous version of the national science education standards had. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 1031-1051, 2015. [ABSTRACT FROM AUTHOR]

Abstract: In this article, I argue that the enacted curriculum in the United States of America is driven by a politics of domestication—a negative process of acculturation by which individuals are required to conform uncritically to established norms in a community of practice, and by which they are prevented from using their own craft and/or professional knowledge to assist the community to grow. As a result, the science curriculum, instead of being a site for critical engagement, becomes more like a pasture—a site for the uncritical grazing of the ‘official knowledge’. Suggestions are provided to address this pervasive issue and to explore more effective ways to develop curriculum that enables teachers to teach for diversity and understanding. [Copyright &y& Elsevier]

Argues the need to reexamine the roles of researchers and science teachers in order to address the reproduction of social and educational inequalities in U.S. schools. Tendency of student teachers to resist social change and educational reform; Hypothesis that courage has been the missing element in education reform; Strategies used by teacher educators to counter resistance to learning to teach for diversity.

Explores the contradictions in the National Science Education Standards on ethnicity in the United States. Exclusion of ethnic groups in science and technology related courses; Use of student-centered and collaborative methods of teaching; Problems in reporting science academic achievements of Asian and Latino students; Advantages of the application of the standards.

Argues that the 1996 national science education standards (NSES) of the National Research Council (NRC) uses a discourse of invisibility to lay out its massive reform for science education in the United States. Compromise on the well-intended goals of the NRC; Outline of the NSES; Equity as a guiding principle in science education reform.

The article reports on the popular trend of trust arrangements in Spain as of September 2016. Topics discussed include providing tax certainty to Spanish taxpayers by defining Spanish tax implications of trusts through official guidelines and the impact of trusts linked to a settlor's death on tax scenarios as evidenced by a ruling issued by the Spanish tax authority in April 2016 on the Spanish tax implications of some U.S. trusts.