The trouble with unifying Narratives: African Americans and the civil Rights movement in U.S. history content Standards

Anderson, Carl B.

doi:10.1016/j.jssr.2013.03.004

Cited by 14 publications

(6 citation statements)

References 26 publications

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“…Master narratives emerge with troubling consistency across history standards and textbooks used in K-12 classrooms and in teacher education (Alridge, 2006; Anderson, 2013; Brown & Brown, 2010; Gay, 2003; Journell, 2008; Ladson-Billings, 2003). In this section, I reference critical race theorists and critical social historians to outline four themes present in master narratives about the Movement, and illustrate how each theme functions to reinforce White supremacy.…”

Section: Movement Master Narratives and White Supremacymentioning

confidence: 99%

“There Ain’t No White People Here”

Woodson

2016

Urban Education

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In this article, the author uses the critical race theoretical construct of master narrative to explore historical and ideological assumptions about the Civil Rights Movement held by two Black youth in an urban community. Master narrative is defined as the dominant social mythologies that mute, erase, and neutralize features of racial struggle. Through a synthesis of literature by critical race theorists and critical social historians, the author outlines four themes present in master narratives about the Movement, and illustrates how each theme functions to reinforce ideologies of White supremacy. Through counterstory, the author examines ways in which these themes seem to constrain participants' understandings of race, racism, and racial struggle. The author concludes posing questions to encourage urban social studies educators to think deeply about their historical content knowledge, curriculum, and classroom practices, and restating the need for continued exploration into the implications of master narrative in Black, urban students' understandings of history and their contemporary conditions.

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Section: Movement Master Narratives and White Supremacymentioning

confidence: 99%

“There Ain’t No White People Here”

Woodson

2016

Urban Education

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“…Conversely, Author's (2017) analysis of elementary social studies standards across all fifty states found that Black Americans are more likely to be included in curricular standards however, their civic and citizenship identities are relegated to temporal historical narratives, especially the Civil Rights Movement. Author's (2017) study affirmed findings from previous analyses of African Americans in state curricular standards which determined that their histories and contributions to citizenship in the U.S. are either distorted, misappropriated, or positioned within second-class status (Anderson, 2013;Anderson & Metzger, 2013). In either case, the problematic contextualization of multiple ethnoracial groups as non-citizens is synonymous with their broader social and political subperson positioning and treatment.…”

Section: Latin@s and Latin America In Us Civic And Citizenship Educat...mentioning

confidence: 65%

All Enemies, Foreign and Domestic: Latinxs and Latin America as a Threat in Citizenship Curriculum

Busey¹

2019

Proceedings of the 2019 AERA Annual Meeting

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President-elect Donald Trump along with a bevy of other right-wing politicians espoused anti-Latin@ and anti-Latin American political rhetoric leading up to and following the 2016 presidential election. This outward expression of anti-Latin@ racist political rhetoric poses a moral and ethical conundrum for K-12 educators and scholars of education, especially for social studies educators who are inherently implicated given social studies' natural curricular inclination to engage with the political. Thus, the presence of amplified anti-Latin@ and anti-Latin American political rhetoric in our nation's civic and citizenship-oriented curriculum warrants attention. Using the Latin@ Third World Threat Narrative as a framework, we examined secondary U.S. civic and citizenship oriented curricular standards to determine how anti-Latin@ and anti-Latin American political rhetoric are reified and challenged. Findings indicate that similar to broader political discourses, Latin@s and Latin America are situated as social and political dangers to the overall welfare of the US. Curricular standards often use tropes such as drugs, immigration, and an unwillingness to assimilate to purvey this threat. In light of our findings, we suggest that educators began to examine curricular standards as an apparatus of state politics, especially given their policy status. Furthermore, we argue that educators must also begin to critically analyze curriculum as complicit in advancing racist nativism ideologies common in conservative political discourse.

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“…In response (at least in part) to pushback against exceptionalist narratives and the adoption of academic content standards, controversies regarding history and social studies standards spread to state legislatures and state boards of education in recent years (Hornbeck 2018;Anderson 2013;Hillburn et al 2016;Journell 2010). Texas, in particular, has long been at the center of debates related to controversial history curricula (Erekson 2012;Noboa 2011).…”

Section: Relevant Literaturementioning

confidence: 99%

Demobilizing knowledge in American schools: censoring critical perspectives

Hornbeck,

Malin

2023

Humanit Soc Sci Commun

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Controversies have erupted in recent years over the teaching of critical perspectives in United States K-12 schools, particularly related to issues of diversity, race, gender, and sexuality. These tensions have resulted in attacks on critical curriculum, with nearly one-third of states banning curriculum that offers critical views of the racial past of the U.S. and over 200 bills introduced in 40 states that would restrict curriculum related to diverse topics. In this study, we apply a knowledge mobilization framework to examine what and whose knowledge is being restricted in U.S. K-12 schools, and how and why this is happening. Our findings indicate that in 16 Republican-dominated states, policies have been enacted to restrict the teaching of critical perspectives on race, sexuality, and other controversial subjects and to perpetuate a positive view of U.S. history. The study sheds light on the prevalence, underlying nature, and consequences of these educational policies.

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The trouble with unifying Narratives: African Americans and the civil Rights movement in U.S. history content Standards

Cited by 14 publications

References 26 publications

“There Ain’t No White People Here”

“There Ain’t No White People Here”

All Enemies, Foreign and Domestic: Latinxs and Latin America as a Threat in Citizenship Curriculum

Demobilizing knowledge in American schools: censoring critical perspectives

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