Leveraging Secondary Common Core State Standards to Teach Marginalized Histories and Ideas: Possibilities From Teacher-Researchers

• In Event: AERA Roundtable Session 12
  In Roundtable Session: Teaching the Past and Past Teaching: History and STEM as Sites of Curricular Intervention (Table 18)

Abstract

Critical literacy is under attack. States are enacting laws banning the use of educational materials like the 1619 Project. This study employs an inquiry as practice design with eight teacher-researchers who created curriculum units based on the Common Core State Standards with the explicit purpose of disrupting the commonplace, interrogating multiple viewpoints, focusing on sociopolitical issues, and compelling students to take action for social justice to teach critical literacy. A research team of these teachers examined Hirsch’s (1987) cultural literacy alongside Provenzo’s (2005) critical extension to find space for teachers to disrupt and counteract the majoritized European culture to create counternarratives that reflect our students. Counternarrative spaces included translanguaging, antiracism, foregrounding minoritized voices, disrupting the patriarchy, and youth activism.

Authors

• Victor Antonio Lozada, University of North Texas - Dallas

• Phyliciá Anderson, Texas Woman's University

• Christina Salazar, Texas Woman's University

• Christina Marie Thomas, Texas Woman's University

• Mandy Stewart, Texas Woman's University