A Collaborative Endeavor: Exploring the (In)Visible in World War II Curriculum

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Student Identity and Learning About Marginalized Histories

Abstract

Rooted in a mutual desire to reform social studies curriculum, a world history teacher collaborated with her former colleague who is now a researcher and teacher educator. Together they created a research project for students to explore female identities that are typically invisible in WWII curriculum. While students engaged in the curriculum, a case study was conducted to better understand students’ perceptions of (1) feminism; (2) women’s roles during World War II; and (3) complex female identities. Although there was some resistance, the findings suggest the project had a positive impact on most students. Discourse throughout this project illustrates that including multi-layered marginalized identities and critiquing systems of oppression can empower students and encourage a desire for societal change.

Author

• Molly Siebert, University of Minnesota - Twin Cities