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ERIC Number: EJ943130
Record Type: Journal
Publication Date: 2006
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1946-2077
Why's Everyone White? Moving toward Critical Pedagogy in an Elementary Classroom
Kersten, Jodene M.
Journal of Urban Learning, Teaching, and Research, v2 p35-44 2006
This paper discusses challenges initiated by first and second generation Latino and Chinese American fourth graders in an urban elementary school, toward the perspective of California history in the mandated Social Studies curriculum. The required text highlighted significant moments in California and United States history with limited, if any, acknowledgement of the many contributions and hardships of non-European people. Through authentic dialogue (Freire, 1970) generated from the readings of counter-narratives of history (Loewen, 1995; Zinn, 1995) students recognized the exclusion of marginalized groups and questioned the validity of the text. They developed a critical perspective and constantly sought alternative sources of information from their communities, the Internet, and other texts. The classroom became a site for discussion that problematized dominant historical narratives and eventually led to the teacher's pedagogical transformation. (Contains 1 footnote.)
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; United States