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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
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ERIC Number: EJ985890
Record Type: Journal
Publication Date: 2012
Pages: 32
Abstractor: As Provided
Reference Count: 88
ISSN: ISSN-0093-3104
"Hearing" the Story: Critical Indigenous Curriculum Inquiry and Primary Source Representation in Social Studies Education
Stanton, Christine Rogers
Theory and Research in Social Education, v40 n4 p339-370 2012
Although primary source accounts provide students with direct access to the experiences of historical participants, they can reinforce the dominant culture historical narrative if misrepresented by teachers, curriculum publishers, or scholars. The author demonstrates the importance of adhering to guidelines presented by critical Indigenous scholars when evaluating resources that incorporate primary accounts attributed to Native Americans. To illustrate the potential for critical Indigenous theory to inform curricular decision making, the author analyzed three resources that incorporate Chief Joseph's surrender speech according to: (a) their respect of Native peoples, (b) their recognition of discursive positionality, and (c) their honoring of the complexity of Native knowledge systems. Results demonstrate the potential for social studies resources, even those that include accounts from historically marginalized peoples, to reinforce the hidden curriculum, to position peoples using discourse, and to perpetuate the myth of objectivity in historical inquiry. Implications for scholarship and teaching practice are included. (Contains 5 notes and 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A