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dc.contributor.authorStanton, Christine Rogers
dc.identifier.citationStanton, C. R. (2012). Hearing the story: Critical Indigenous curriculum inquiry & primary source representation in social studies education. Theory & Research in Social Education, 40(4), 339-370.
dc.description.abstractAlthough primary source accounts provide students with direct access to the experiences of historical participants, they can reinforce the dominant culture historical narrative if misrepresented by teachers, curriculum publishers, or scholars. The author demonstrates the importance of adhering to guidelines presented by critical Indigenous scholars when evaluating resources that incorporate primary accounts attributed to Native Americans. To illustrate the potential for critical Indigenous theory to inform curricular decision making, the author analyzed three resources that incorporate Chief Joseph's surrender speech according to: (a) their respect of Native peoples, (b) their recognition of discursive positionality, and (c) their honoring of the complexity of Native knowledge systems. Results demonstrate the potential for social studies resources, even those that include accounts from historically marginalized peoples, to reinforce the hidden curriculum, to position peoples using discourse, and to perpetuate the myth of objectivity in historical inquiry. Implications for scholarship and teaching practice are included.en_US
dc.subjectPrimary sourcesen_US
dc.subjectSocial studies educationen_US
dc.titleHearing the Story: Critical Indigenous Curriculum Inquiry and Primary Source Representation in Social Studies Educationen_US
mus.citation.journaltitleTheory & Research in Social Educationen_US
mus.identifier.categorySocial Sciencesen_US
mus.relation.collegeCollege of Education, Health & Human Developmenten_US
mus.relation.universityMontana State University - Bozemanen_US

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