Critical Political Consciousness within Nepantla as Transformative: The Experiences and Pedagogy of a Palestinian World History Teacher

Autor/in	Shatara, Hanadi
Titel	Critical Political Consciousness within Nepantla as Transformative: The Experiences and Pedagogy of a Palestinian World History Teacher
Quelle	In: Curriculum Inquiry, 53 (2023) 1, S.28-48 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shatara, Hanadi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2022.2123214
Schlagwörter	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; New York (New York) + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Gemeinschaftskunde; Political attitude; Politische Einstellung; Feminismus; Selbstkonzept; Lehrerverhalten; Arab; Araber; Kultureller Unterschied; Immigrant; Immigrantin; Immigranten; Erlebniserzählung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01