Abstract
Intersectionality, a term defined by Kimberlé Crenshaw, explores the overlapping systems of oppression and power that affect people with multiple identities. This participatory action research study investigates how, if at all, secondary history teachers’ intersectional identities are present as they construct their curricula and relate to their students. With the findings from this study, an intersectional framework for teaching history in secondary classrooms is developed. Additionally, this study explores the ways in which an intersectional framework for secondary history classrooms can encourage teachers to be more critical of the systems of oppression, privilege, and power that affect people’s daily lives so they can create more inclusive and culturally responsive curriculum.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Intersectionality, Intersectional Literacy, Secondary History Education
