Critical political consciousness within nepantla as transformative: The experiences and pedagogy of a Palestinian world history teacher. Issue 1 (1st January 2023)

• Record Type: Journal Article
• Authors: Shatara, Hanadi
• Is Part Of: Curriculum inquiry. Volume 53:Issue 1(2023)
• Page Start: 28
• Page End: 48
• Publication Date: 2023-01-01
• Subjects: Social studies -- critical race studies -- educational practices -- teacher development; Education -- Curricula -- Periodicals; 375.0005
• DOI: 10.1080/03626784.2022.2123214
• Languages: English
• ISSNs: 0362-6784

Abstract

Abstract: This case study of a Palestinian American social studies teacher in a predominantly affluent public school in New York City utilizes the Chicana/Latina feminist theoretical concept of nepantla and the literature on teachers of Color in social studies education. This article addresses how her critical political consciousness, identities, and experiences as a teacher of Color influenced the ways she navigated through the Orientalist and Eurocentric social studies curriculum in the United States. Findings show three tensions in her life contributed to the development of her political consciousness and further influenced her teaching through pedagogies of nepantla. This study provides a perspective on how teachers with politicized identities navigate through systems of oppression, including geopolitical realities and school curriculum and infrastructure, by teaching world history from critical perspectives and centering people and civilizations of Color.