This post-intentional phenomenological study explores the problem of students with historically marginalized identities in terms of race, gender, and sexuality, being able to exist as they identify within the history classroom. The research question is as follows: How do power-relations take shape within history classrooms through the lived experiences of students with historically marginalized identities? Interviews with three students that self-identified with historically marginalized groups were conducted using post-intentional phenomenological methods. Applying theory from Foucault (1977, 1980, 1990a, 1990b), Omi and Winant (2015), and the author’s self-reflexive position, the interviews were analyzed and narratives constructed. The results suggest that the students live postcolonial lives that are challenged by normative forces from their relations to societal institutions of school and content. Students attempted to affirm and protect their identity projects by creating homeplaces. The author concludes by considering the importance that students’ identity projects play in the development of classroom safety.
University of Minnesota M.A. thesis. August 2016. Major: Education, Curriculum and Instruction. Advisors: Patricia Avery, J.B. Mayo. 1 computer file (PDF); iv, 67 pages.
"This Isn't a Sentence in a History Book": How Power-Relations Take Shape for Students with Historically Marginalized Identities in History Classrooms.
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