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Recognizing, Reframing, Negotiating: History Teachers' Entry Points into the Decolonial Process
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Anne Kathryn Innis – ProQuest LLC, 2020
Settler-colonial narratives permeate the social studies curriculum. This qualitative study engages the experiences and reflections of three teacher-participants as well as the researcher as an additional teacher-participant to explore how and why practicing teachers teach against settler colonial narratives. The study is framed through a…
Descriptors: Decolonization, Teachers, Social Studies, United States History