‘I know what you are about to enter’

lived experiences as the curricular foundation for teaching citizenship

Amanda Vickery

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This qualitative multiple case study documents how two African American women social studies teachers utilise their lived experiences as the curricular foundation for teaching differing notions of citizenship to African-American students. Particular events, experiences, and relationships helped shape their perception of their roles as teachers and how they approached crafting a curriculum that was representative of their lived experiences as well as those of their students and community. This study hopes to shed light on how experiences may be used as valuable sources of knowledge in creating a more inclusive curriculum that mirrors the diversity seen in classrooms.

Original languageEnglish (US)
Pages (from-to)1-17
Number of pages17
JournalGender and Education
DOIs
StateAccepted/In press - Aug 18 2016

Fingerprint

citizenship
Teaching
experience
curriculum
social studies
teacher
student
classroom
event
community
American

Keywords

  • African-American teachers
  • black feminism
  • citizenship
  • curriculum
  • social studies education

ASJC Scopus subject areas

  • Gender Studies
  • Education

Cite this

‘I know what you are about to enter’ : lived experiences as the curricular foundation for teaching citizenship. / Vickery, Amanda.

In: Gender and Education, 18.08.2016, p. 1-17.

Research output: Contribution to journalArticle

@article{d899794cd06d40e4b7787f71064a442b,
title = "‘I know what you are about to enter’: lived experiences as the curricular foundation for teaching citizenship",
abstract = "This qualitative multiple case study documents how two African American women social studies teachers utilise their lived experiences as the curricular foundation for teaching differing notions of citizenship to African-American students. Particular events, experiences, and relationships helped shape their perception of their roles as teachers and how they approached crafting a curriculum that was representative of their lived experiences as well as those of their students and community. This study hopes to shed light on how experiences may be used as valuable sources of knowledge in creating a more inclusive curriculum that mirrors the diversity seen in classrooms.",
keywords = "African-American teachers, black feminism, citizenship, curriculum, social studies education",
author = "Amanda Vickery",
year = "2016",
month = "8",
day = "18",
doi = "10.1080/09540253.2016.1221890",
language = "English (US)",
pages = "1--17",
journal = "Gender and Education",
issn = "0954-0253",
publisher = "Routledge",

}

TY - JOUR

T1 - ‘I know what you are about to enter’

T2 - lived experiences as the curricular foundation for teaching citizenship

AU - Vickery, Amanda

PY - 2016/8/18

Y1 - 2016/8/18

N2 - This qualitative multiple case study documents how two African American women social studies teachers utilise their lived experiences as the curricular foundation for teaching differing notions of citizenship to African-American students. Particular events, experiences, and relationships helped shape their perception of their roles as teachers and how they approached crafting a curriculum that was representative of their lived experiences as well as those of their students and community. This study hopes to shed light on how experiences may be used as valuable sources of knowledge in creating a more inclusive curriculum that mirrors the diversity seen in classrooms.

AB - This qualitative multiple case study documents how two African American women social studies teachers utilise their lived experiences as the curricular foundation for teaching differing notions of citizenship to African-American students. Particular events, experiences, and relationships helped shape their perception of their roles as teachers and how they approached crafting a curriculum that was representative of their lived experiences as well as those of their students and community. This study hopes to shed light on how experiences may be used as valuable sources of knowledge in creating a more inclusive curriculum that mirrors the diversity seen in classrooms.

KW - African-American teachers

KW - black feminism

KW - citizenship

KW - curriculum

KW - social studies education

UR - http://www.scopus.com/inward/record.url?scp=84981710070&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84981710070&partnerID=8YFLogxK

U2 - 10.1080/09540253.2016.1221890

DO - 10.1080/09540253.2016.1221890

M3 - Article

SP - 1

EP - 17

JO - Gender and Education

JF - Gender and Education

SN - 0954-0253

ER -