Ulteriori informazioni
This book examines black intellectual thought during from 1890-1940, and its relationship to the development of the alternative black curriculum in social studies. Inquiry into the alternative black curriculum is a multi-disciplinary project; it requires an intersectional approach that draws on social studies research, educational history and black history. Exploring the gendered construction of the alternative black curriculum, Murray considers the impact of Carter G. Woodson and W.E.B. DuBois in creating the alternative black curriculum in social studies, and its subsequent relationship to the work of black women in the field and how black women developed the alternative black curriculum in private and public settings.
Sommario
Chapter 1. Moving Beyond Biography: Critical Race Theory and the Construction of the Alternative Black Curriculum in Social Studies.- Chapter 2. Black Curriculum in Social Studies: A Textual Reading of When Truth Gets a Hearing.- Chapter 3. Resisting the Master Narrative: Building the Alternative Black Counter-Canon.- Chapter 4. Exploring the Purposes and Foundations of Black Teacher Preparation: 1890-1940.- Chapter 5. Dialogical Spaces: Innovative Practices and the Development of the Alternative Black Curriculum in Social Studies, 1890-1940.- Chapter 6. Conclusion.
Info autore
Alana D. Murray is an educator-activist who taught world history and US history in Montgomery County, Maryland public schools for eighteen years.
Riassunto
This book examines black intellectual thought during from 1890-1940, and its relationship to the development of the alternative black curriculum in social studies. Inquiry into the alternative black curriculum is a multi-disciplinary project; it requires an intersectional approach that draws on social studies research, educational history and black history. Exploring the gendered construction of the alternative black curriculum, Murray considers the impact of Carter G. Woodson and W.E.B. DuBois in creating the alternative black curriculum in social studies, and its subsequent relationship to the work of black women in the field and how black women developed the alternative black curriculum in private and public settings.
