Developing and Teaching a Unit on Oppression Within a Sixth-Grade World Cultures Course Through Teacher Research

• In Event: Teacher Research as a Tool for Equity

Abstract

The purpose of this study was to understand how students and their families respond to the teaching of a 5-week unit on oppression implemented in a sixth-grade World Cultures class. Data for this teacher-research project included fieldnotes, student artifacts, student/family surveys, interviews, and reflective journaling. Findings reveal that students identifying as members of historically marginalized groups and students identifying as members of historically dominant groups (in terms of race, sexual orientation, and/or gender) responded differently to the unit content. Further, regardless of which groups students identified, students expressed surprise related to the prevalence of examples of racial oppression today. Essential factors to consider for students and families when teaching a social justice unit are shared.

Authors

• Carla-Ann R. Brown, University of Florida

• Macy Geiger, University of Florida

• Nancy Fichtman Dana, University of Florida