“This is a story of who America is”: Cultural memories and black civic identity

References

• An, S. (2016). Asian Americans in American History: An AsianCrit Perspective on Asian American Inclusion in State U.S. Theory & Research in Social Education, 44(2), 244–276. doi:10.1080/00933104.2016.1170646
   Web of Science ®Google Scholar
• Apple, M. (2004). Ideology and curriculum. New York, NY: Routledge.
   Google Scholar
• Blight, D. (2002). Race and reunion: The civil war in American memory. Cambridge, MA: Belknap. doi:10.1086/ahr/107.1.203
   Google Scholar
• Britzman, D. P. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. Albany, NY: State University of New York Press.
   Google Scholar
• Britzman, D. P. (2000). If the story cannot end: Deferred action, ambivalence, and difficult knowledge. In R. I. Simon, S. Rosenberg, & C. Eppert (Eds.), Between hope and despair: The pedagogical encounter of historical remembrance (pp. 27–57).Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Brown, A. L., & Brown, K. D. (2010). Strange fruit indeed: Interrogating contemporary textbook representations of racial violence towards African Americans. Teachers College Record, 112(1), 31–67.
   Web of Science ®Google Scholar
• Busey, C. L. (2019). Disrupting whiteness in curriculum history. A book review of reclaiming the multicultural roots of US curriculum: Communities of color and official knowledge in education. Democracy and Education, 27(1), 9.
   Google Scholar
• Busey, C. L., & Walker, I. (2017). A dream and a bus: Black critical patriotism in elementary social studies standards. Theory & Research in Social Education, 45(4), 456–488. doi:10.1080/00933104.2017.1320251
   Web of Science ®Google Scholar
• Butcher, H. K., & Buckwalter, K. C. (2002). Exasperations as blessings: Meaning-making and the caregiving experience. Journal of Aging and Identity, 7(2), 113–132. doi:10.1023/A:1015439218276
   Google Scholar
• Collins, P. H. (2009). Black feminist thought: Knowledge, consciousness and the politics of empowerment. New York, NY: Routledge.
   Google Scholar
• Cooper, A. J. (1892/1988). A voice from the south. New York, NY: Oxford University Press.
   Google Scholar
• Cooper, B. C. (2017). Beyond respectability: The intellectual thought of race women. Chicago, IL: University of Illinois Press.
   Google Scholar
• Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Davis, A. M. (2015). Embodying Dillard’s Endarkened feminist epistemology. In V. E. Evans-Winters & B. L. Love (Eds.), Black feminism in education: Black women speak back, up, and out (pp. 153–160).New York, NY: Peter Lang Publishing, Inc.
   Google Scholar
• Dillard, C. (2012). Learning to (re)member the things we’ve learned to forget: Endarkened feminisms, spirituality, and the sacred nature of research and teaching. New York, NY: Peter Lang.
   Google Scholar
• Dillard, C., Duncan, K., & Johnson, L. (2017). Black history full circle: Lessons from a Ghana Study Abroad in education program. Social Education, 81(1), 50–53.
   Google Scholar
• Dilworth, P. P. (2004). Multicultural citizenship education: Case studies from social studies classrooms. Theory & Research in Social Education, 32(2), 153–186. doi:10.1080/00933104.2004.10473251
   Google Scholar
• DuBois, W. E. B. (1903/1994). The souls of Black folk. New York, NY: Dover Thrift Editions.
   Google Scholar
• Dumas, M. J., & Ross, K. M. (2016). Be real black for me” imagining BlackCrit in education. Urban Education, 51(4), 415–442. doi:10.1177/0042085916628611
   Web of Science ®Google Scholar
• Duncan, K. (2018). They hate on me!” Black teachers interrupting their White colleagues’ racism. Educational Studies, 55(2), 197–213. doi:10.1080/00131946.2018.1500463
   Web of Science ®Google Scholar
• Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in classrooms and communities. New York, NY: Routledge.
   Google Scholar
• Evans-Winters, V. E. (2015). Black feminism in qualitative education research: A mosaic for interpreting race, class, and gender in education. In V. E. Evans-Winters & B. L. Love (Eds.), Black feminism in education: Black women speak back, up, and out (pp. 129–142).New York, NY: Peter Lang Publishing, Inc.
   Google Scholar
• Evans-Winters, V. E. (2019). Black feminism in qualitative inquiry: A mosaic for writing our daughter’s body. New York, NY: Routledge.
   Google Scholar
• Evans-Winters, V. E., & Love, B. L. (2015). Black feminism in education: Black women speak back, up, and out. New York, NY: Peter Lang Publishing, Inc.
   Google Scholar
• Guinier, L. (2004). From racial liberalism to racial literacy: Brown v. Board of Education and the interest-divergence dilemma. Journal of American History, 91(1), 92–118. doi:10.2307/3659616
   Web of Science ®Google Scholar
• Hannah-Jones, N. (2019, August 14). Our democracy’s founding ideals were false when they were written. Black Americans have fought to make them true. New York Times. Retrieved from https://www.nytimes.com/interactive/2019/08/14/magazine/black-history-american-democracy.html.
   Google Scholar
• Harris, C. (1993). Whiteness as property. Harvard Law Review, 106(8), 1707–1795. doi:10.2307/1341787
   Web of Science ®Google Scholar
• Harris-Perry, M. (2011). Sister citizen: Shame, stereotypes, and Black women in America. New Haven, CT: Yale University Press.
   Google Scholar
• Hartman, S. (1997). Scenes of subjection: Terror, slavery, and self-making in nineteenth century America. New York, NY: Oxford University Press.
   Google Scholar
• Hesse-Biber, S. (2014). Feminist approaches to in-depth interviewing. In S. Hesse-Biber (Ed.), Feminist research practice: A primer (pp. 14–41).Thousand Oaks, CA: Sage Publications, Inc.
   Google Scholar
• Higginbotham, E. (1990). Designing an inclusive curriculum: Bringing all women into the core. Women’s Studies Quarterly, 18(1/2), 7–23.
   Google Scholar
• hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge.
   Google Scholar
• hooks, b. (1999). Ain’t I a woman: Black women and feminism. New York, NY: South end
   Google Scholar
• Howard, T. C. (2004). Does race really matter?: Secondary students’ construction of racial dialogue in the social studies. Theory and Research in Social Education, 32(4), 484–502.
   Google Scholar
• King, D. K. (1988). Multiple Jeopardy, multiple consciousness: The context of a black feminist ideology. In B. Guy-Sheftall (Ed.), Words of fire: An anthology of African-American feminist thought (pp. 294–317).New York, NY: The New Press.
   Google Scholar
• King, L. J. (2016). Teaching black history as a racial literacy project. Race Ethnicity and Education, 19(6), 1303–1318. doi:10.1080/13613324.2016.1150822
   Web of Science ®Google Scholar
• King, J. E., & Swartz, E. E. (2014). Re-membering” history in student and teacher learning: An Afrocentric culturally informed praxis. New York: Routledge.
   Google Scholar
• King, L. J., & Womac, P. (2014). A bundle of silences: Examining the racial representation of Black founding fathers of the United States through Glenn Beck’s founders’ Fridays. Theory & Research in Social Education, 42(1), 35–64. doi:10.1080/00933104.2013.824396
   Google Scholar
• Labbo, L. D., & Field, S. L. (1999). Journey boxes: Telling the story of place, time, and culture with photographs, literature, and artifacts. The Social Studies, 90(4), 177–182. doi:10.1080/00377999909602411
   Google Scholar
• Ladson-Billings, G. (2000). Racialized discourses and ethnic epistemologies. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 257–277).Thousand Oaks, CA: Sage.
   Google Scholar
• Ladson-Billings, G. (Ed.). (2003). Critical race theory perspectives on the social studies: The profession, policies, and curriculum. Charlotte, NC: Information Age Publishing.
   Google Scholar
• Loewen, J. (2007). Lies my teacher told me: Everything your American history textbook got wrong. New York, NY: Simon & Schuster.
   Google Scholar
• Lorde, A. (1984/2012). Sister outsider: Essays and speeches. New York, NY: Crossing Press.
   Google Scholar
• Love, B., & Duncan, K. E. (2017). Put some respect on our name: Why every black & brown girl needs to learn about radical feminist leadership. Occasional Paper Series, 2017(38), 7.
   Google Scholar
• McCutcheon, G. (2002). Developing the curriculum. Troy, NY: Educator’s Press International.
   Google Scholar
• McDougald, E. J. (1925/1995). The struggle of Negro women for sex and race emancipation. In B. Guy-Sheftall (Ed.), Words of fire: An anthology of African-American feminist thought (pp. 80-83). New York, NY: The New Press.
   Google Scholar
• Milner, R. (2007). Race, narrative inquiry, and self-study in curriculum and teacher education. Education and Urban Society, 39(4), 584–609. doi:10.1177/0013124507301577
   Web of Science ®Google Scholar
• Montecinos, C. (1995). Culture as an ongoing dialog: Implications for multicultural teacher education. In C. Sleeter & P. McLaren (Eds.), Multicultural education, critical pedagogy, and the politics of difference (pp. 291–308).New York, NY: State University of New York Press.
   Google Scholar
• Mullings, L. (2000). African-American women making themselves: Notes on the role of Black feminist research. Souls, 4(2), 18–29. doi:10.1080/10999940009362233
   Google Scholar
• Murray, A. D. (2012). Countering the master narrative in U.S. social studies: Nannie Helen Burroughs and new narratives in history education. In C. Woyshner & C. H. Bohan (Eds.), Histories of social studies and race: 1865–2000 (pp. 99–114).New York, NY: Palgrave Macmillan.
   Google Scholar
• Pang, V. O., Rivera, J. J., & Gillette, M. (1998). Can CUFA be a leader in the national debate on racism? Theory & Research in Social Education, 26(3), 430–436. doi:10.1080/00933104.1998.10505858
   Web of Science ®Google Scholar
• Pinar, W. F. (2001). The gender of racial politics and violence in America: Lynching, prison, rape, and the crisis of masculinity. New York, NY: Peter Lang.
   Google Scholar
• Rodríguez, N. N. (2018). From margins to center: Developing cultural citizenship education through the teaching of Asian American History. Theory & Research in Social Education, 46(4), 528–573. doi:10.1080/00933104.2018.1432432
   Web of Science ®Google Scholar
• Roediger, D. (2010). How race survived U.S. history: From settlement and slavery to the Obama phenomenon. New York, NY: Verso.
   Google Scholar
• Salinas, C., & Blevins, B. (2013). Enacting critical historical thinking: Decision making among preservice social studies teachers. Teacher Education Quarterly, 40(1), 7–24.
   Google Scholar
• Salinas, C., Blevins, B., & Sullivan, C. (2012). Critical historical thinking: When official narratives collide with other narratives. Multicultural Perspectives, 14(1), 18–27. doi:10.1080/15210960.2012.646640
   Google Scholar
• Salinas, C., Rodríguez, N. N., & Lewis, B. A. (2015). The Tejano history curriculum project: Creating a space for authoring Tejanas/os into the social studies curriculum. Bilingual Research Journal, 38(2), 172–189. doi:10.1080/15235882.2015.1066275
   Web of Science ®Google Scholar
• Santiago, M. (2018). Historical inquiry to challenge the narrative of racial progress. Cognition and Instruction, 37(1), 93–117. doi:10.1080/07370008.2018.1539734
   Web of Science ®Google Scholar
• Seixas, P. (1993). Historical understanding among adolescents in a multicultural setting. Curriculum Inquiry, 23(3), 301–327. doi:10.1080/03626784.1993.11076127
   Web of Science ®Google Scholar
• Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter- storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. doi:10.1177/107780040200800103
   Google Scholar
• Takaki, R. (2008). A different mirror: A history of multicultural America. New York, NY: Back Bay Books.
   Google Scholar
• Thelen, D. (1989). Memory and American history. The Journal of American History, 74(11), 1117–1129. doi:10.2307/1908632
   Google Scholar
• Thompson, A. (1998). Not the color purple: Black feminist lessons for educational caring. Harvard Educational Review, 68(4), 522–555. doi:10.17763/haer.68.4.nm436v83214n5016
   Web of Science ®Google Scholar
• Tillet, S. (2012). Sites of slavery: Citizenship and racial democracy in the post-civil rights imagination. Durham, NC: Duke University Press.
   Google Scholar
• Trouillot, M. (1997). Silencing the past: Power and the production of history. Boston, MA: Beacon Press. doi:10.1086/ahr/102.2.426
   Google Scholar
• Tyson, C., & Park, S. (2008). Civic education, social justice and critical race theory. In J. Arthur, I. Davies, & C. Hahn (Eds.), The sage handbook of education for citizenship and democracy (pp. 29–56).Los Angeles, CA: Sage Publications.
   Google Scholar
• Vargas, J. C., & James, J. A. (2013). Refusing Blackness-as-victimization: Trayvon Martin and the Black cyborgs. In G. Yancy & J. Jones (Eds.), Pursuing Trayvon Martin: Historical contexts and contemporary manifestations of racial dynamics (pp. 193–204).Lanham, MD: Lexington Books.
   Google Scholar
• Vickery, A. E. (2015). “It was never meant for us”: Towards a Black Feminist construct of citizenship in social studies. Journal of Social Studies Research, 39(3), 163–172.
   Google Scholar
• Vickery, A. E. (2016). “I know what you are about to enter”: Lived experiences of African American women as the curricular foundation for teaching citizenship. Gender and Education, 28(6), 725–741.
   Web of Science ®Google Scholar
• Vickery, A. 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 and Research in Social Education, 45(3), 318–348.
   Web of Science ®Google Scholar
• Vickery, A. E. (2017a). “We are all in this struggle together”: Towards an active communal construct of citizenship. Urban Education.
   Google Scholar
• Vickery, A. E. (2019). “Still I Rise”: A Black Feminist teacher’s journey to (re)member in the teaching of national history. Race Ethnicity and Education, 1–19.
   Google Scholar
• Vickery, A. E. and Salinas, C. (2019). “I question America.... Is this America”: Centering the narratives of Blackwomen in the Civil Rights Movement. Curriculum Inquiry, 49(3), 260–283.
   Web of Science ®Google Scholar
• Wilderson, F. (2010). Red, white & black: Cinema and the structure of U.S. antagonism. Durham, NC: Duke University Press.
   Google Scholar
• Williams, F. B. (1894). The intellectual progress of the colored women of the United States since the Emancipation Proclamation. In M. W. Sewall (Ed.), (1st edition). The World’s Congress of Representative Women (696–711). Chicago, IL: Rand, McNally and Co.
   Google Scholar
• Wong, C., & Peña, C. (2017). Policing and performing culture: Rethinking “culture” and the role of the arts in culturally sustaining pedagogies. In D. Paris & H. S. Alim (Eds.), Culturally sustaining pedagogies: Teaching for learning and justice in a changing world, 117–138. New York, NY: Teachers College Press.
   Google Scholar
• Zembylas, M. (2014). Theorizing “difficult knowledge” in the aftermath of the “affective turn”: Implications for curriculum and pedagogy in handling traumatic representations. Curriculum Inquiry, 44(3), 390–412. doi:10.1111/curi.12051
   Web of Science ®Google Scholar