Date

2013

Document Type

Capstone Project

Degree Name

Bachelor of Arts (B.A.)

Department

Liberal Studies

Abstract

California History Social-Science content standards require fourth grade students to examine the state’s history and to formulate opinions as to why events occurred as they did. This capstone project focused on the importance of such an examination and the ways in which educators allow white students to ignore their own race, power, and privilege as influential in shaping the past and defining the present. Interviews were conducted with fourth grade teachers from two affluent districts serving majority white populations. Results indicated that these educators were willing to discuss racism as it related to history, but they did not name race or whiteness explicitly; nor did they ask their students to consider their own place in or responsibility to society. In response to the information gathered, resources and suggestions for a curriculum that would encourage broader perspectives and a more critical consciousness were provided to the educators participating in the study.

Comments

Capstone Project (B.A.) Liberal Studies Department

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