Manifesting Destiny: Re/presentations of Indigenous Peoples in K–12 U.S. History Standards

Shear, Sarah B.; Knowles, Ryan T.; Soden, Gregory J.; Castro, Antonio

doi:10.1080/00933104.2014.999849

Cited by 177 publications

(112 citation statements)

References 33 publications

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“…This is not surprising given that South Carolina standards are heavily Eurocentric (Shear et al, 2015) and Eurocentric standards relegate non-white history to "the shadow world of alternatives" (Cornbleth & Waugh, 1995, p. 186).…”

Section: Discussionmentioning

confidence: 99%

The Dominant Narrative of Slavery in South Carolina's History Standards

Eargle

2016

The Journal of Social Studies Research

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Using a critical analysis approach, I investigated the dominant narrative of slavery and African Americans prior to the Civil War in the 2011 South Carolina Social Studies Academic Standards Support Document for the 11th grade U.S. History course. Findings indicate that the Support Document does not offer a complete narrative of slavery and African Americans, perpetuates a negative image of African Americans, excludes themes of African American heroism, and maintains myths related to slavery. The dominant narrative found in the Support Document was compared to the scholarship of historians to construct a counter-narrative for teacher leaders to consider during curriculum development.

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Section: Discussionmentioning

confidence: 99%

The Dominant Narrative of Slavery in South Carolina's History Standards

Eargle

2016

The Journal of Social Studies Research

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“…NonNative social workers are largely educated in K-12 schools, where they do not learn these important histories (Shear et al, 2015;Journell, 2009). There is furthermore, a lack of Native American content in schools of social work in the United States (Weaver, 2000) and curricula remain "heavily infused with dominant worldviews seen as oppressive by many Aboriginal peoples" (Baskin, 2006).…”

Section: Historical Contextmentioning

confidence: 99%

Critical Experiential Learning in the Native American Community for Title IV-E Students: A Pilot Evaluation

Johnston-Goodstar

Piescher

LaLiberte

2016

Journal of Public Child Welfare

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“…The mis/representations found in curriculum standards serve to locate historically marginalized positionalities in the margins of history. Journell (2009) Shear, Knowles, Soden, and Castro (2015) write that "standards overwhelmingly present Indigenous Peoples in a pre-1900 context and relegate the importance and presence of Indigenous Peoples to the distant past" (p. 68). In her study of U.S history standards, An writes (2016) "The invisibility of the Asian American experience in the official script of U.S. history sends a message that Asian Americans are not legitimate members of this nation and have little place in the story of the United States" (p. 268).…”

mentioning

confidence: 99%

Examining Justice in Social Studies Research

Clark¹,

Camicia²

2017

Pedagogy & (Im)Possibilities across Education Research (PIP

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Our article is an extension of a project involving a content analysis of two social studies journals, Theory and Research in Social Education (TRSE) and The Social Studies. We performed an analysis on all articles in these journals from 2006-2016. Our findings from the analysis indicated a narrow frame of perspectives related to epistemologies and methodologies, and an increasing interest in examining a range of researcher and participant positionalities. We interpreted the range of perspectives in social studies journals in light of the possible impact upon democratic education and social justice through Sen's (2009) framework for theorizing justice. We illustrate aspects of this framework by presenting positionality and autoethnography as methods for increasing epistemologies and perspectives in social studies education and research.

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Manifesting Destiny: Re/presentations of Indigenous Peoples in K–12 U.S. History Standards

Cited by 177 publications

References 33 publications

The Dominant Narrative of Slavery in South Carolina's History Standards

The Dominant Narrative of Slavery in South Carolina's History Standards

Critical Experiential Learning in the Native American Community for Title IV-E Students: A Pilot Evaluation

Examining Justice in Social Studies Research

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