Abstract

This qualitative case study investigates how two preservice elementary teachers crafted narratives of Black women in the Civil Rights Movement using an intersectional lens. Using Black feminism and Black critical patriotism as theoretical frameworks, the authors examine the process in which preservice teachers attempted to construct historical narratives using Crenshaw’s framework of intersectionality. The preservice teachers used this framework to examine the intersecting identities and resulting experiences of women in the past and present in order to present a more complex narrative of the Civil Rights Movement to elementary students. This study is important because it helps preservice teachers and their students become conscious of the ways in which different people experience(d) the world based on intersecting identities as a way to promote empathy and critical citizenship.

摘要

该定性案例研究调查了两名职前基础教师如何使用相交透镜在民权运动中为黑人妇女制作故事。作者使用黑人女权主义和黑人批判爱国主义作为理论框架，研究了职前教师尝试使用Crenshaw的交叉性框架建构历史叙事的过程。职前教师使用该框架来检查妇女过去和现在的相交身份和由此产生的经验，以便向小学生介绍民权运动的更复杂的叙述。