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    When and where we enter : African American women teachers and communal notions of citizenship in the social studies classroom

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    VICKERY-DISSERTATION-2015.pdf (1.771Mb)
    Date
    2015-05
    Author
    Vickery, Amanda Elizabeth
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    Abstract
    This qualitative multiple case study focused on how three African American women social studies teachers conceptualized and taught notions of citizenship. By using a Black feminist conceptual framework, the author explored how the multiple intersections of the teachers’ identities impacted how they understood and taught notions of citizenship. As a result of their lived experiences and situated knowledge, the participants rejected the dominant narrative of citizenship because it was not inclusive of diverse perspectives or histories. Instead, the participants taught a notion of citizenship that centered on valuing notions of community and working towards racial and community uplift. This study hopes to shed light on how African American women teachers’ alternative notions of citizenship may provide a framework by which reconceptualized views of American citizenship may be presented.
    Department
    Curriculum and Instruction
    Description
    text
    Subject
    Social studies education
    Citizenship
    Black feminist thought
    African American women
    URI
    http://hdl.handle.net/2152/30924
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