The Tejano History Curriculum Project: Creating a Space for Authoring Tejanas/os into the Social Studies Curriculum

Salinas, Cinthia; Rodríguez, Noreen Naseem; Lewis, Brenda Ayala

doi:10.1080/15235882.2015.1066275

Cited by 21 publications

(7 citation statements)

References 16 publications

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“…Teachers will avoid teaching about difficult histories if teaching such history makes them uncomfortable or anxious, if they disagree with how the history is framed, or if they fear students’ emotional reactions (Zembylas, 2016). Yet, there are also teachers who invite emotions into the history classroom in order to engage their students in particularly difficult topics and issues, challenge their views, and increase their awareness of different perspectives (Bekerman & Zembylas, 2011; Garrett, 2017; Goldberg et al, 2019; McCully, 2006; Pace, 2021; Salinas et al, 2015).…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Emotional rules in two history classrooms

Sheppard

2023

The Journal of Social Studies Research

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Drawing on feminist and sociocultural theories of emotion that focus on the social, political, and dynamic nature of emotions in history teachers’ pedagogical decision-making, this article presents findings from the analysis of interviews with two white teachers on the role of emotions in their teaching of history in comprehensive, urban high schools. While the teachers perceived that students’ emotional connection to historical content was a necessary step in learning history, each teacher negotiated different emotional rules in their classrooms, creating unique learning experiences for their students. This study demonstrates the significance of emotions in history teaching, providing examples of the complexity of how teachers navigate dominant discourses about students and education and their own personal goals when it comes to teaching about the past.

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Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Emotional rules in two history classrooms

Sheppard

2023

The Journal of Social Studies Research

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“…Resisting these efforts are “progressives” in a tradition of critical education that emphasizes the perspectives of historically marginalized groups and embracing “social studies for social justice” (Au, 2009) focused on nuanced, complex conceptions of historical difference along lines of race, class, gender, sexual orientation, and religion (Levstik & Tyson, 2008). Rather than celebrate (in the case of neoconservatives and authoritarian populists) or center (in the case of neoliberals and the managerial middle class) straight, able-bodied, cisgendered, affluent, Christian, white men holding positions of formal power, this approach to history education explicitly interrogates this canon while simultaneously expanding what counts as valuable historical knowledge to include counter narratives (e.g., Salinas, Rodríguez, & Lewis, 2015). While there are certainly examples of this type of progressive history education, the introductory list of current legislative efforts highlight how it is conservative modernization that has often found powerful allies in legislatures and school boards across the United States.…”

Section: Conservative Modernization and Critical Progressive Traditionsmentioning

confidence: 99%

The Appeal of a Controversial Text: Who Uses A People's History of the United States in the U.S. History Classroom and Why

Swalwell

Sinclair

2021

The Journal of Social Studies Research

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Howard Zinn's A People's History of the United States is a polarizing historical survey that has become a common subject of social studies curricular battles. This mixed methods study uses survey data and interviews with teachers who frequently assign the book to understand who uses this text and why. Findings reveal that the text has functional, pedagogical, and political appeal for teachers who are committed to including multiple perspectives and critiquing historical narratives. That these teachers are not primarily animated by Zinn's intention for the text to inspire students’ participation in social movements should undermine critics’ fears of indoctrination and sloppy history teaching, but may disappoint supporters of the text hoping for more critical pedagogical motivations.

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“…Even before completing her master's program, she participated in a curriculum development project headed up by several of my colleagues that guided fourth grade teachers and their students to develop and publish curriculum related to Tejano history (Salinas, Rodríguez, & Lewis, 2015). After graduating, Lucia became a dedicated teacher in another collaborative project, Academia Cuauhtli, a language and culture revitalization program that met on Saturday mornings at the city's Mexican American Cultural Center (Valenzuela, Zamora, & Rubio, 2015).…”

Section: Data Collectionmentioning

confidence: 99%

Supporting Bilingual Teachers To Be Leaders for Social Change:“I must create advocates for biliteracy.”

Palmer

2018

International Multilingual Research Journal

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Teacher Leadership has been variously defined but generally understood as expanding teachers' visions beyond their own classrooms. Bilingual education teachers, working with emergent bilingual students in often marginalized situations and contexts, must develop a critical consciousness in order to embrace leadership identities. This requires engaging in critical reflexive practice, embracing their own and their students' cultural/linguistic identities, and locating allies to form a professional community. I share two experienced Latina bilingual education teachers' journeys to embracing leadership identities, drawing on interviews and artifacts from both during and following their participation in a cohort-based university master's degree program in bilingual education and teacher leadership. While data analysis occurred using a grounded theory approach, in the final stages Freire's Critical Pedagogies was embraced as a theoretical framework. Drawing on conceptions of conscientizão, dialogue, and praxis, I offer a more theoretically and critically grounded definition of bilingual teacher leadership for social change.

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The Tejano History Curriculum Project: Creating a Space for Authoring Tejanas/os into the Social Studies Curriculum

Cited by 21 publications

References 16 publications

Emotional rules in two history classrooms

Emotional rules in two history classrooms

The Appeal of a Controversial Text: Who Uses A People's History of the United States in the U.S. History Classroom and Why

Supporting Bilingual Teachers To Be Leaders for Social Change:“I must create advocates for biliteracy.”

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