Disrupting Dominant Perspectives: Positionalities and Teachings of Two Critical Global Educators

• In Event: Toward Justice: Teaching in Contentious Times

Abstract

This narrative qualitative study examines how two social studies teachers' positionalities influenced their curricular and instructional decisions to incorporate critical global perspectives in world history teaching. It illustrates how teachers' identities, contexts, and life experiences can shape their framing of the world and approaches to disrupt Eurocentric narratives in global education.

Author

• Hanadi Shatara, California State University - Sacramento