This qualitative case study explores how an African American woman social studies teacher made sense of the construct of citizenship utilizing historical and experiential knowledge. The multiple intersections of the participant’s identity affected the ways in which she understood and taught citizenship to her high school students. She chose to reject the dominant notion of citizenship because it failed to align with her experiences as an African American woman and instead chose to teach an active and community-centered citizenship. This study hopes to shed light on how alternative notions of citizenship may be utilized in social studies classrooms.
AbowitzK.HarnishJ. (2006). Contemporary discourses of citizenship. Review of EducationalResearch, 76, 653-690.
2.
AvosehM. B. M. (2001). Learning to be active citizens: Lessons of traditional Africa for lifelong learning. International Journal of Lifelong Education, 20, 479-486.
3.
BanksJ. A. (1998). The lives and values of researchers: Implications for educating citizens in a multicultural society. EducationalResearcher, 27(7), 4-17.
4.
BartolomeL. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64, 173-194.
5.
Beauboeuf-LafontantT. (2005). Womanist lessons for reinventing teaching. Journal of TeacherEducation, 56, 436-445.
6.
BondyE.RossD. D.HambacherE.AcostaM. (2013). Becoming warm demanders: Perspectives and practices of first year teachers. Urban Education, 48, 420-450.
7.
BourdieuP. (1994). Structures, habitus, power: Basis for a theory of symbolic power. In DirksN.EleyG.OrtnerS. (Eds.), Culture/power/history: A reader in contemporary social theory (pp. 155-199). Princeton, NJ: Princeton University Press.
8.
BrownA. L.De LissovoyN. (2011). Economies of racism: Grounding education policy research in the complex dialectic of race, class, and capital. Journal of Education Policy, 26, 595-619.
9.
BrownN. (2006). Private politics & public voices: Black women’s activism from World War I to the New Deal. Bloomington: Indiana University Press.
10.
CollinsP. H. (2009). Black feminist thought: Knowledge, consciousness and the politics of empowerment. New York, NY: Routledge.
11.
CresswellJ. W. (2007). Qualitative inquiry & research design (2nd ed.). Thousand Oaks, CA: Sage.
12.
CroccoM. (2001). Women, citizenship, and the social studies. The Educational Forum, 65, 52-59.
13.
DelpitL. (2006). Other people’s children: Cultural conflict in the classroom. New York, NY: The New Press.
14.
DixsonA. D. (2003). “Let’s do this!” Black women teachers’ politics and pedagogy. Urban Education, 38, 217-235.
15.
DixsonA. D.DingusJ. (2008). In search of our mothers’ gardens: Black women teachers and professional socialization. Teachers College Record, 110, 805-837.
16.
DuBoisW. E. B. (1994). The souls of Black folk. New York, NY: Dover Thrift Editions. (Original work published 1903).
17.
Dunbar-OrtizR. (2014). An Indigenous peoples’ history of the United States. Boston, MA: Beacon Press.
18.
FloresB. (2001). Bilingual education teachers’ beliefs and their relation to self-reported practices. Bilingual ResearchJournal, 25, 251-275.
19.
FloresW. V. (1997). Citizens vs. citizenry: Undocumented immigrants and Latino cultural citizenship. In FloresW. V.BenmayorR. (Eds.), Latino cultural citizenship: Claiming identity, space, and rights (pp. 255-277). Boston, MA: Beacon Press.
20.
FosterM. (1993). Educating for competence in community and culture: Exploring views of exemplary African-American teachers. Urban Education, 27, 370-394.
21.
FreireP. (1987). Letter to North American teachers. In ShorI. (Ed.), Freire for the classroom (pp. 211-214). Portsmouth, NJ: Boynton.
22.
GordonB. M. (1985). Toward emancipation in citizenship education: The case of African American cultural knowledge. Theory & Research in Social Education, 12(4), 1-23.
23.
GrandeS. (2004). Red pedagogy: Native American social and political thought. Lanham, MD: Rowman & Littlefield.
24.
GuinierL. (2004). From racial liberalism to racial literacy: Brown v. Board of Education and the interest-divergence dilemma. The Journal of American History, 91, 92-118.
25.
HahnC. (2008). Education for citizenship and democracy in the United States. In ArthurJ.DaviesI.HahnC. (Eds.), The Sage handbook of education for citizenship and democracy (pp. 263-278). Los Angeles, CA: Sage.
26.
HallS.HeldD. (1990). Citizens and citizenship. In HallS.JacquesM. (Eds.), New times: The changing face of politics in the 1990s (pp. 173-188). London, England: Verso.
27.
HarleyS. (1982). Beyond the classroom: The organizational lives of Black female educators in the District of Columbia, 1890-1930. The Journal of Negro Education, 51(3), 254-265.
28.
HarleyS. (1996). Nannie Helen Burroughs: “The Black goddess of liberty.”The Journal of Negro History, 81, 62-71.
29.
Hesse-BiberS. (2014). Feminist approaches to in-depth interviewing. In Hesse-BiberS. (Ed.), Feminist research practice: A primer (pp. 14-41). Thousand Oaks, CA: Sage.
30.
HoltT. (2010). Children of fire: A history of African Americans. New York, NY: Hill & Wang.
31.
hooksb. (1994). Teaching to transgress: Education as a practice of freedom. New York, NY: Routledge.
32.
hooksb. (1999). Ain’t I a woman: Black women and feminism. New York, NY: South End Press.
33.
hooksb. (2003). Teaching community: A pedagogy of hope. New York, NY: Routledge.
KnightM. G. (2004). Sensing the urgency: Envisioning a black humanist vision of care in teacher education. Race Ethnicity and Education, 7, 211-227.
36.
KnightM. G.MarcianoJ. E. (2013). College ready: Preparing Black and Latina/o youth for higher education, a culturally relevant approach. New York, NY: Teachers College Press.
37.
KnightM. G.WatsonV. W. M. (2014). Toward participatory communal citizenship: Rendering visible the civic teaching, learning, and actions of African immigrant youth and young adults. American Educational Research Journal, 51, 539-566.
38.
Ladson-BillingsG. (2004). Culture versus citizenship: The challenge of racialized citizenship in the United States. In BanksJ. A. (Ed.), Diversity and citizenship education: Global perspectives (pp. 99-126). San Francisco, CA: Jossey-Bass.
39.
LevinsonM. (2012). No citizen left behind. Cambridge, MA: Harvard Education Press.
40.
LomawaimaK. T.McCartyT. (2002). When Tribal sovereignty challenges democracy: American Indian education and the democratic ideal. American Educational Research Journal, 39, 279-305.
41.
LordeA. (2012). Sister outsider: Essays and speeches. New York: Random House.
42.
MarshallT. H. (1998). Citizenship and social class. In ShafirG. (Ed.), The citizenship debates (pp. 93-111). Minneapolis: University of Minnesota Press. (Original work published 1950).
43.
MerriamS. (2009). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
44.
MilesM. B.HubermanM. A.SaldañaJ. (2013). Qualitative data analysis: A methods sourcebook. Los Angeles, CA: Sage.
45.
MillsC. (1997). The racial contract. New York, NY: Cornell University Press.
46.
MohantyC. T. (2003). Feminism without borders: Decolonizing theory, practicing solidarity. Durham, NC: Duke University Press.
47.
MullingsL. (2000). African-American women making themselves: Notes on the role of Black feminist research. Souls, 2(4), 18-29.
48.
MurrayA. D. (2012). Countering the master narrative in U.S. social studies: Nannie Helen Burroughs and new narratives in history education. In WoyshnerC.BohanC. H. (Eds.), Histories of social studies and race: 1865-2000 (pp. 99-114). New York, NY: Palgrave Macmillan.
49.
OngA. (1996). Cultural citizenship as subject making: Immigrants negotiate racial and cultural boundaries in the United States. CurrentAnthropology, 37, 737-762.
50.
ParkerW. C. (1996). Advanced ideas about democracy: Toward a pluralist conception of citizen education. Teachers College Record, 98, 104-125.
51.
ParkerW. C. (2006). Public discourses in schools: Purposes, problems, possibilities. Educational Researcher, 35(8), 11-18.
52.
PatemanC. (1988). The sexual contract. Stanford, CA: Stanford University Press.
53.
PattersonJ. A.MickelsonK. A.HesterM. L.WyrickJ. (2011). Remembering teachers in a segregated school: Narratives of womanist pedagogy. Urban Education, 46, 267-291.
54.
RoedigerD. (2010). How race survived U.S. history: From settlement and slavery to the Obama phenomenon. New York, NY: Verso.
55.
RosaldoR. (1994). Cultural citizenship and educational democracy. Cultural Anthropology, 9, 402-422.
56.
RosaldoR.FloresW. V. (1997). Identity, conflict, and evolving Latino communities: Cultural citizenship in San Jose, California. In FloresW. V.BenmajorR. (Eds.), Latino cultural citizenship: Claiming identity, space, and rights (pp. 57-96). Boston, MA: Beacon Press.
57.
RubinB. C. (2007). “There’s still not justice”: Youth civic identity development amid distinct school and community contexts. Teachers College Record, 109, 449-481.
58.
SpinnerJ. (1984). The boundaries of citizenship: Race, ethnicity, and nationalist in the liberal state. Baltimore, MD: John Hopkins University Press.
TakakiR. (2008). A different mirror: A history of multicultural America. New York, NY: Back Bay Books.
61.
TaylorU. Y. (1998). Making waves: The theory and practice of Black feminism. The Black Scholar, 28(2), 18-28.
62.
ThompsonA. (1998). Not the color purple: Black feminist lessons for educational caring. Harvard Educational Review, 68, 522-555.
63.
TilletS. (2012). Sites of slavery: Citizenship and racial democracy in the post-civil rights imagination. Durham, NC: Duke University Press.
64.
TurnerB. S. (Ed.). (1993). Citizenship and social theory. Thousand Oaks, CA: Sage.
65.
UrrietaL. (2004). Dis-connections in “American” citizenship and the post/neo-colonial: People of Mexican descent and whitestream pedagogy and curriculum. Theory & Research in SocialEducation, 32, 433-458.
VickeryA. E. (2015). “It was never meant for us”: Towards a Black feminist construct of citizenship in social studies. Journal of Social Studies Research, 39, 163-172.
68.
VickeryA. E. (2016). “I know what you are about to enter”: Lived experiences as the curricular foundation for teaching citizenship. Gender and Education, 28, 725-741.
69.
VickeryA. E. (2017). “You excluded us for so long and now you want us to be patriotic?” African American women teachers contemplating the quandary of citizenship. Theory & Research in Social Education, 1-31. doi:10.1080/00933104.2017.1282387
70.
VickeryA. E. (2017). “Women know how to get things done”: Narrative of an intersectional movement. Social Studies Research and Practice, 12(1), 31-41.
71.
WareF. (2006). Warm demander pedagogy culturally responsive teaching that supports a culture of achievement for African American students. Urban Education, 41, 427-456.
72.
WestheimerJ.KahneJ. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41, 237-269.
73.
YinR. K. (2003). Case study research: Design and methods (3rd ed., Vol. 5). Thousand Oaks, CA: Sage.
74.
Yuval-DavisN. (1997). Women, citizenship and difference. Feminist Review, 57, 4-27.
75.
Yuval-DavisN. (2006). Belonging and the politics of belonging. Patterns of Prejudice, 40, 197-214.
76.
ZinnH. (2003). A people’s history of the United States: 1492-present. Pearson Education.
