Critical History Monographs and Intersectionality in Social Studies: A Case from Enslavement

Autor/in	James-Gallaway, ArCasia D.
Titel	Critical History Monographs and Intersectionality in Social Studies: A Case from Enslavement
Quelle	In: Multicultural Perspectives, 23 (2021) 1, S.33-39 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (James-Gallaway, ArCasia D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2021.1877545
Schlagwörter	Social Studies; Teacher Educators; History Instruction; Methods Courses; Teaching Methods; Books; Disadvantaged; Primary Sources; Slavery; Educational Philosophy; Teacher Education Programs; Females; Power Structure; Secondary School Teachers; Reading Materials + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Teacher education; Education; Lehrerausbildung; Lehrerbildung; History lessons; Geschichtsunterricht; Methodisch-didaktische Anleitung; Teaching method; Lehrmethode; Unterrichtsmethode; Book; Buch; Monographie; Monografie; Primärquelle; Sklaverei; Bildungsphilosophie; Erziehungsphilosophie; Weibliches Geschlecht
Abstract	With a focus on methods courses, this article makes a case for social studies teacher educators to employ in their pedagogy an intersectional perspective. I ask social studies teacher educators to consider critical history monographs, specialized book-length studies that center on marginalized perspectives, as pedagogical tools that complement primary sources. Elevating scholarship on enslaved females in the U.S., I highlight affordances and the utility of intersectionality as a generative analytic for use in social studies methods courses. I illustrate how social studies teacher educators can better prepare their students to teach from an intersectional perspective that more fully humanizes multiply oppressed peoples in U.S. history. This discussion has implications for secondary social studies, teacher education, and history education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01