[Re]constructing the teaching of U.S. History in the Deep South

• In Event: Reclaiming the Past to Reimagine Education

Abstract

Across the Deep South, representation of marginalized communities in the academic Social Studies standards is minimal and often limited to a “role” or “contribution.” This continues a narrative of minimization and a centering of the white perspective in the teaching of U.S. history to students. Leaning into the concept of [re]centering the academic standards on all Americans in order to decenter the white male perspective, this paper is guided by the conference theme of “Gazing Toward a Multiracial Future of Intersectional Justice: Reconstruction, Representation, & Reparations in Social Foundations.” This paper expands upon research conducted for a dissertation into how the Social Studies standards in the Deep South can be [re]constructed for increased representation of marginalized communities.

Author

• Katelyn Dodd, Independent