Critical Political Consciousness Within Nepantla: The Experiences and Pedagogy of a Palestinian World History Teacher

• In Event: Fairmont Roundtable Session Nine
  In Roundtable Session: Humanizing Pedagogies, Justice, and Belonging (Table 5)

Abstract

This case study of a Palestinian American social teacher in a predominantly affluent New York City public school, uses Latina feminist theory concept of nepantla, and the literature on teachers of Color in social studies education to addresses how her critical political consciousness, identities, and experiences as a teacher of Color influenced the ways she navigated through social studies curriculum in the U.S. Findings show three tensions in her life contributed to the development of her political consciousness and further influenced her teaching through pedagogies of nepantla. This study provides a perspective of how teachers with politicized identities navigate through systems of oppression, including geopolitical realities and school curriculum and infrastructure, by teaching world history from critical perspectives.

Author

• Hanadi Shatara, California State University - Sacramento
  Presenting Author