Using Counter-Narratives to Expand from the Margins

Autor/in	Ender, Tommy
Titel	Using Counter-Narratives to Expand from the Margins
Quelle	In: Curriculum Inquiry, 51 (2021) 4, S.437-454 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ender, Tommy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2021.1947733
Schlagwörter	History Instruction; Social Studies; Curriculum; Community Organizations; Activism; Controversial Issues (Course Content); Civil Rights; Hispanic Americans + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Gemeinschaftskunde; Curricula; Lehrplan; Rahmenplan; Aktivismus; Politischer Protest; Controversial issues; Kontroverse; Bürgerrechte; Grundrechte; Zivilrecht; Hispanic; Hispanoamerikaner
Abstract	I position the use of counter-narratives as a critical approach that grants students agency and meaning in their learning and provides teachers with opportunities to present silenced curricular narratives as relevant and necessary in a globalized setting such as North America. Counter-narratives focus on a subject that preserves colonial and neo-colonial narratives to millions of K-12 students daily: social studies. The counter-narratives in this article, drawn from the collective actions of the Young Lords Party, provide the reader with concrete examples of how counter-narratives empower students who have been marginalized by the dominant social studies curriculum and educators who have been flustered by the standardization of the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01