Countering Tradition and Humanizing Others: How Three Critical Global Educators' Positionalities Reframed World History Teaching

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Pedagogy and Practice in the Humanities Classroom (Table 4)

Abstract

This study utilizes qualitative research and elicitation tasks to understand teacher positionality and its influence on teachers’ framing of the world and their curricular and pedagogical decisions. This paper will dig deeper into these participants’ upbringing, experiences abroad, and their school contexts that influenced their positioning of knowledge and their curriculum within their teaching. All three were able to present counter narratives, decenter Eurocentric topics, and allowed students to question global history in their teaching. As for their experiences, each one had unique identities, experiences, and contexts that contributed to their critical positionalities.

Author

• Hanadi Shatara, California State University - Sacramento
  Presenting Author