ERIC Number: EJ1382191
Record Type: Journal
Publication Date: 2023
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0362-6784
EISSN: EISSN-1467-873X
Critical Political Consciousness within Nepantla as Transformative: The Experiences and Pedagogy of a Palestinian World History Teacher
Curriculum Inquiry, v53 n1 p28-48 2023
This case study of a Palestinian American social studies teacher in a predominantly affluent public school in New York City utilizes the Chicana/Latina feminist theoretical concept of nepantla and the literature on teachers of Color in social studies education. This article addresses how her critical political consciousness, identities, and experiences as a teacher of Color influenced the ways she navigated through the Orientalist and Eurocentric social studies curriculum in the United States. Findings show three tensions in her life contributed to the development of her political consciousness and further influenced her teaching through pedagogies of nepantla. This study provides a perspective on how teachers with politicized identities navigate through systems of oppression, including geopolitical realities and school curriculum and infrastructure, by teaching world history from critical perspectives and centering people and civilizations of Color.
Descriptors: History Instruction, Power Structure, Teaching Methods, Case Studies, Social Studies, Political Attitudes, Minority Group Teachers, Feminism, Self Concept, Teacher Attitudes, Arabs, North Americans, Cultural Differences, Immigrants, Personal Narratives, Teacher Characteristics
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A