Date of Award
2023-12-01
Degree Name
Master of Arts
Department
Education
Advisor(s)
Timothy Cashman
Abstract
In this paper, I argue that the current U.S. history curriculum, its narratives, and common pedagogical practices are harmful to U.S. society and all students, but most especially harmful to Othered students. I outlined the basic tenets and arguments of education-related social justice-based theoretical frameworks including Critical social justice, Critical Race Theory, and anti-racist, anti-oppressive, abolitionist, and decolonizing pedagogies. I use their theoretical frameworks as a guide towards a critical praxis that restructures and reimagines a more humanizing U.S. history curriculum that is inclusive of all people, cultures, and ways of thinking.
Language
en
Provenance
Received from ProQuest
Copyright Date
2023-12
File Size
59 p.
File Format
application/pdf
Rights Holder
Julie M Thoma
Recommended Citation
Thoma, Julie M., "Whose story, whose politics, whose pedagogy? Using critical social justice praxis to reimagine the U.S. history curriculum" (2023). Open Access Theses & Dissertations. 4155.
https://scholarworks.utep.edu/open_etd/4155