Abstract
This qualitative case study investigates how two preservice elementary teachers crafted narratives of Black women in the Civil Rights Movement using an intersectional lens. Using Black feminism and Black critical patriotism as theoretical frameworks, the authors examine the process in which preservice teachers attempted to construct historical narratives using Crenshaw’s framework of intersectionality. The preservice teachers used this framework to examine the intersecting identities and resulting experiences of women in the past and present in order to present a more complex narrative of the Civil Rights Movement to elementary students. This study is important because it helps preservice teachers and their students become conscious of the ways in which different people experience(d) the world based on intersecting identities as a way to promote empathy and critical citizenship.
| Original language | English (US) |
|---|---|
| Journal | Curriculum Inquiry |
| DOIs | |
| State | Published - Jan 1 2019 |
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Keywords
- curriculum development
- gender issues in education
- multicultural/diversity education
- teacher education
- Teacher knowledge
ASJC Scopus subject areas
- Education
Cite this
“I Question America…. Is This America?” Learning to View the Civil Rights Movement through an Intersectional Lens. / Vickery, Amanda; Salinas, Cinthia S.
In: Curriculum Inquiry, 01.01.2019.Research output: Contribution to journal › Article
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TY - JOUR
T1 - “I Question America…. Is This America?” Learning to View the Civil Rights Movement through an Intersectional Lens
AU - Vickery, Amanda
AU - Salinas, Cinthia S.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - This qualitative case study investigates how two preservice elementary teachers crafted narratives of Black women in the Civil Rights Movement using an intersectional lens. Using Black feminism and Black critical patriotism as theoretical frameworks, the authors examine the process in which preservice teachers attempted to construct historical narratives using Crenshaw’s framework of intersectionality. The preservice teachers used this framework to examine the intersecting identities and resulting experiences of women in the past and present in order to present a more complex narrative of the Civil Rights Movement to elementary students. This study is important because it helps preservice teachers and their students become conscious of the ways in which different people experience(d) the world based on intersecting identities as a way to promote empathy and critical citizenship.
AB - This qualitative case study investigates how two preservice elementary teachers crafted narratives of Black women in the Civil Rights Movement using an intersectional lens. Using Black feminism and Black critical patriotism as theoretical frameworks, the authors examine the process in which preservice teachers attempted to construct historical narratives using Crenshaw’s framework of intersectionality. The preservice teachers used this framework to examine the intersecting identities and resulting experiences of women in the past and present in order to present a more complex narrative of the Civil Rights Movement to elementary students. This study is important because it helps preservice teachers and their students become conscious of the ways in which different people experience(d) the world based on intersecting identities as a way to promote empathy and critical citizenship.
KW - curriculum development
KW - gender issues in education
KW - multicultural/diversity education
KW - teacher education
KW - Teacher knowledge
UR - http://www.scopus.com/inward/record.url?scp=85065797496&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85065797496&partnerID=8YFLogxK
U2 - 10.1080/03626784.2019.1614878
DO - 10.1080/03626784.2019.1614878
M3 - Article
AN - SCOPUS:85065797496
JO - Curriculum Inquiry
JF - Curriculum Inquiry
SN - 0362-6784
ER -