Critical History Monographs and Intersectionality in Social Studies: A Case From Enslavement

References

• Barnathan, M., Columbus, C., & Green, B. (Producers) & Taylor, T. (Director). (2011). The help [Motion Picture]. DreamWorks SKG.
   Google Scholar
• Berry, D. B., & Gross, K. N. (2020). A Black women’s history of the United States. Beacon Press.
   Google Scholar
• Bery, S. (2014). Multiculturalism, teaching slavery, and white supremacy. Equity & Excellence in Education, 47(3), 334–352. https://doi.org/10.1080/10665684.2014.933072
   Google Scholar
• Blassingame, J. (1972). The slave community: Plantation life in the antebellum South. Oxford University Press.
   Google Scholar
• Brown, A., & Brown, K. (2010). Strange fruit indeed: Interrogating contemporary textbook representations of racial violence toward African Americans. Teachers College Record, 112(1), 31–67. https://www.tcrecord.org/Content.asp?ContentId=15592
   Web of Science ®Google Scholar
• Camp, S. (2004). Closer to freedom: Enslaved women and everyday resistance in the plantation South. University of North Carolina Press.
   Google Scholar
• Collins, P. H., & Bilge, S. (2020). Intersectionality (2nd ed.). John Wiley & Sons.
   Google Scholar
• Combahee River Collective. (1979). The Combahee River Collective statement. In Eisenstein, Z.R. (Ed.), Capitalist patriarchy and the case for socialist feminism. Monthly Review Press.
   Google Scholar
• Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 139–169. https://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8
   Google Scholar
• Crenshaw, K. (Host). (2019–present). Intersectionality Matters! [Audio podcast]. African American Policy Forum. https://aapf.org/all-episodes
   Google Scholar
• Davis, A. (1971). The Black woman’s role in the community of slaves. The Black Scholar 3(1), 3–15. https://doi.org/10.1080/00064246.1971.11431201
   Google Scholar
• Fallace, T., & Neem, J. (2005). Historiographical thinking: Towards a new approach to preparing history teachers. Theory and Research in Social Education, 33(3), 329–346. https://doi.org/10.1080/00933104.2005.10473285
   Google Scholar
• Genovese, E. (1974). Roll, Jordan, roll: The world that slaves made. Vintage.
   Google Scholar
• Griffin, A., & James, A. (2018). Humanities curriculum as white property: Toward a reclamation of Black creative thought in social studies and literacy curriculum. Multicultural Education, 25(3–4), 10–17.
   Google Scholar
• Guy-Sheftall, B. (Ed.). (1995). Words of fire: An anthology of African-American feminist thought. The New Press.
   Google Scholar
• Hartman, S. (2007). Lose your mother: A journey along the Atlantic slave route. Farrar, Straus, and Giroux.
   Google Scholar
• hooks, b. (2003). Teaching community: A pedagogy of hope. Routledge.
   Google Scholar
• Hull, G., Scott, P., & Smith, B. (Eds.). (1982) All the women are white, all the Blacks are men, but some of us are brave: Black women’s studies. Feminist Press.
   Google Scholar
• James-Gallaway, A. (2019). Problems & alternatives: A historiographical review of primary and secondary Black history curriculum, 1900–1950. In L. King (Ed.), Perspectives of Black histories in schools (pp. 1–30). Information Age.
   Google Scholar
• Jay, B., & Lyerly, C. (Eds.). (2016). Understanding and teaching American slavery. University of Wisconsin Press.
   Google Scholar
• Jones-Rogers, S. (2019). They were her property: White women as slave owners in the American South. Yale University Press.
   Google Scholar
• King, L. J. (2016). Teaching Black history as a racial literacy project. Race Ethnicity and Education, 19(6), 1303–1318. https://doi.org/10.1080/13613324.2016.1150822
   Web of Science ®Google Scholar
• King, L. (2017). The status of Black history in US schools and society. Social Education, 81(1), 14–18. https://www.socialstudies.org/social-education/81/1/status-black-history-us-schools-and-society
   Google Scholar
• King, L., Vickery, A., & Caffrey, G. (2018). A pathway to racial literacy: Using the LETS ACT Framework to teach controversial issues. Social Education, 82(6), 316–322. https://www.socialstudies.org/social-education/82/6/pathway-racial-literacy-using-lets-act-framework-teach-controversial-issues
   Google Scholar
• King, L., & Woodson, A. (2017). Baskets of cotton and birthday cakes: Teaching slavery in social studies classrooms. Social Studies Education Review, 6(1), 1–18.
   Google Scholar
• Malczewski, J. (2010). Teaching about slavery, learning to be historians: A disciplinary approach to teaching slavery. In D. Turk, R. Mattson, T. Epstein, & R. Cohen (Eds.), Teaching U.S. history: Dialogues among social studies teachers and historians (pp. 11–28). Routledge.
   Google Scholar
• Matias, C. (Ed.). (2019). Surviving Becky(s): Pedagogies for deconstructing whiteness and gender. Lexington Books.
   Google Scholar
• McDiarmid, G. W., & Vinten-Johansen, P. (2000). A catwalk across the great divide: Redesigning the history methods course. In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history (pp. 156–177). New York University Press.
   Google Scholar
• Monte-Sano, C. (2011). Learning to open up history for students: Preservice teachers’ emerging pedagogical content knowledge. Journal of Teacher Education, 62(3), 260–272. https://doi.org/10.1177/0022487110397842
   Web of Science ®Google Scholar
• Owens, D. (2016). The diverse experiences of the enslaved. In B. Jay, & C. Lyerly (Eds.), Understanding and teaching American slavery (pp. 157–167). University of Wisconsin Press.
   Google Scholar
• Ravitch, D. (2000). The educational backgrounds of history teachers. In P. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 143–155). New York University Press.
   Google Scholar
• Seixas, P. (2000). Schweigen! die kinder! or, Does postmodernism history have a place in the schools? In P. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching and learning history: National and international perspectives (pp. 19–37). New York University Press.
   Google Scholar
• Shuster, K. (2018). Teaching hard history: American slavery. Southern Poverty Law Center.
   Google Scholar
• Taylor, E., Guy-Walls, P., Wilkerson, P., & Addae, R. (2019). The historical perspectives of stereotypes on African-American Males. Journal of Human Rights and Social Work, 4(3), 213–225. https://doi.org/10.1007/s41134-019-00096-y
   Web of Science ®Google Scholar
• Turk, D., Mattson, R., Epstein, T., & Cohen, R. (Eds.). (2010). Teaching U.S. history: Dialogues among social studies teachers and historians. Routledge.
   Google Scholar
• Vickery, A. (2017). “Women know how to get things done”: Narrative of an intersectional movement. Social Studies Research and Practice 12(1), 31–41. https://doi.org/10.1108/SSRP-03-2017-0004
   Google Scholar
• Vickery, A. (2018), After the march, what? Rethinking how we teach the feminist movement. Social Studies Research and Practice, 13(3), 402–411. https://doi.org/10.1108/SSRP-05-2018-0020
   Google Scholar
• Vickery, A., & Salinas, C. (2019). “I question America…. is this America?” Learning to view the civil rights movement through an intersectional lens. Curriculum Inquiry, 49(3), 260–283.
   Web of Science ®Google Scholar
• Vickery, A., Trent, K., & Salinas, C. (2019). “The future is intersectional”: Using the arts to reinsert Black women into the Civil Rights Narrative. Multicultural Perspectives, 21(4), 224–232. https://doi.org/10.1080/15210960.2019.1686384
   Web of Science ®Google Scholar
• White, D. G. (1985). Ar’n’t I a woman? Female slaves in the plantation South. W. W. Norton.
   Google Scholar
• Zapata, A., King, C., King, L., & Kleekamp, M. (2019). Thinking with race-conscious perspectives: Critically selecting children’s picture books depicting slavery. Multicultural Perspectives, 21(1), 25–32. https://doi.org/10.1080/15210960.2019.1573063
   Google Scholar