A Partnership to Disrupt the Prevailing Dominant Narrative in the Social Studies Curriculum

• In Event: Marriott Roundtable Session 30
  In Roundtable Session: Racial Literacies and Antiracism in Social Education

Abstract

In an attempt to disrupt the hegemonic narrative in the social studies curriculum, I collaborated with another teacher to develop a curriculum focused on diverse female identities during World War II. Instead of exploring the typical, “Rosie the Riveter” White munitions worker, students learned about women with different intersections of race, ethnicity, and sexuality. A case study was conducted while students engaged in the curriculum. Drawing upon a feminist postrstructural framework, I analyzed how students were critiquing systems of power and conceptualizing the various complex female identities. Research findings illuminate student perceptions of feminism, gender, and gender roles. The findings also indicate that when students critique systems of oppression it can lead to empowerment and possibly social change.

Author

• Molly Siebert, University of Minnesota - Twin Cities