Using Archives to Transform Teaching of Black-and-Native American People Within K–12 Curriculum and Instruction

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: Interracial Solidarity, Educational Possibilities (Table 29)

Abstract

This study explores effective strategies for applying archival sources in designing K-12 curriculum and instruction on topics related to Black and Native American people. Several accounts illustrate that K-12 learning environments have consistently mitigated the historical experiences of these respective groups. Two interrelated perspectives. Sankofa, a Ghanaian principle along with the seventh-generation principle, derived from the Haudenosaunee nation framed this study. The findings indicate that framing curriculum and instruction through nondominant perspectives supports teachers in identifying curriculum violence. The study is significant because it provides a better understanding of practices that lead to equitable learning. By utilizing nondominant perspectives along with archival sources, preservice teachers learn the steps for building inclusive curriculum and instruction.

Author

• Stephanie Renee Anckle, California Lutheran University