Not Your Father's Civil War: Engaging Students through Social History

Bair, Sarah D.; Ackerman, Kay

doi:10.1080/00377996.2014.917066

Cited by 1 publication

(1 citation statement)

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“…Most scholarly work about incorporating women and gender in the social studies curriculum analyzes curricular materials or discusses trends in pedagogical methods for preservice teachers (Bohan, 2017). Practitioner articles are ameliorative, proposing what to teach about women and how to teach it (e.g., Bair & Ackerman, 2014;Bousalis, 2012;Charter, 2015;Crocco, Pervez, and Katz, 2009;Kim, 2012;Kirkwood-Tucker, 2011;Lapham & Hanes, 2013;Schmeichel, Janis, & McAnulty, 2016;Wei, 2011). However, little research explores how teachers teach about women and gender in their social studies courses, how they discuss their intentions, or how students respond to the altered curriculum (Bair, 2008;Hahn, 1996;Levstik, 1998;Levstik & Groth, 2002;Stevens & Martell, 2016Ten Dam & Rijkschroeff, 1996;Ten Dam & Teekens, 1997).…”

Section: Introductionmentioning

confidence: 99%

Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction

Watson-Canning¹

2020

JCSR

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Due to intransigence of social studies curriculum-makers to broaden the scope of who and what is studied, women (especially non-white women) are lacking representation. However, some teachers go beyond the textbook to select alternative curriculum lenses. Utilizing curricular-instructional gatekeeping, complementary curriculum, and queer theory, this article examines how two secondary teachers who incorporate issues of gender and/or women’s experiences into their social studies curriculum describe their reasoning and intentions, how their expressed aims are manifested within their classrooms, and student reaction to the incorporation of gender and women’s experience in the social studies curriculum. Findings indicate participants value multiple perspectives and parity in social studies curriculum and map these ideas onto the explicit curriculum. However, student responses tend to resist teacher intentions and enactment of challenges to normative gender roles. This diffracted curriculum interferes with teacher aims, creating a curricular space where traditional assumptions of the gender binary play out in teacher-student and student-student interactions. These findings indicate a more relational approach to social studies curriculum may be needed to encourage students to engage constructively with nonnormative social ideas.

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Section: Introductionmentioning

confidence: 99%

Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction

Watson-Canning¹

2020

JCSR

View full text Add to dashboard Cite

show abstract

Not Your Father's Civil War: Engaging Students through Social History

Cited by 1 publication

References 3 publications

Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction

Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction

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