Date of Graduation
Spring 5-21-2021
Document Access
Project/Capstone - Global access
Degree Name
Master of Arts in Human Rights Education (HRE)
College/School
School of Education
Department/Program
International and Multicultural Education (IME)
First Advisor
Susan Katz
Abstract
Social Studies education throughout the United States sustains settler futurity, white supremacy, and coloniality, as it rarely engages with Black, Indigenous and People of Color (BIPOC) hxstories and structural violence. For middle schoolers, this is especially troublesome as social justice pedagogies are minimal for this demographic. To shift this, this field project offers an 8th grade decolonial Social Studies curriculum on 19th century U.S. Westward colonization; this topic was intentionally chosen as it is an opportunity to disrupt settler epistemologies. It centers: Land; relationality; and collective liberation. It complements the California unit 8.8 standards, yet different grades, subjects, and states can utilize the curriculum. Further, BIPOC students and intersectionality are centered, which transforms the schoolhouse to serve all learners. Through this decolonial curriculum, students can engage with hxstory from the past, present, and yet-to-come.
Recommended Citation
Chatterji, Leah, "A Decolonial Middle School Social Studies Curriculum: 19th Century U.S. Westward Colonization" (2021). Master's Projects and Capstones. 1145.
https://repository.usfca.edu/capstone/1145
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Educational Administration and Supervision Commons, Ethnic Studies Commons, Gender Equity in Education Commons, Higher Education Commons, Indigenous Studies Commons, Other History Commons, United States History Commons
