Teaching Shabanu: the challenges of using world literature in the US social studies classroom

This paper discusses inclusion of global literature in social studies curricula, especially in teaching about women of the world. It analyses the attraction of, and difficulties with, a popular work of young adult fiction, Shabanu, often taught in US middle-school social studies and humanities class...

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Bibliographic Details
Published in:Journal of curriculum studies 2005-09, Vol.37 (5), p.561-582
Main Author: Smith Crocco, Margaret
Format: Article
Language:English
Subjects:
Curriculum subjects: programmes and methods
Curriculumentwicklung
Educational sciences
Females
Fiction
Frauenbild
gender issues
Humanities
Internet
Interviews
Islam
Lehrerausbildung
Social and human sciences
Social Studies
Sozialkunde
Student Attitudes
Teacher Education
Teaching Methods
Vereinigte Staaten
Weltgeschichte
Weltliteratur
world history
World Literature
Young Adults
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Summary:This paper discusses inclusion of global literature in social studies curricula, especially in teaching about women of the world. It analyses the attraction of, and difficulties with, a popular work of young adult fiction, Shabanu, often taught in US middle-school social studies and humanities classrooms. It uses the framework of post-colonial, feminist theorizing and critical, post-structuralist considerations in history and literature to analyse the novel. It draws on several sources: my experiences in incorporating the book into a teacher-education course in social studies education; interviews with teachers and teacher educators; testimonials about the book available on the Internet, including the reactions of Muslim groups in the USA; and interviews with Pakistani-American students about their reactions to the book. (Zusammenfassung vom Verlag übernommen).
ISSN:0022-0272
1366-5839
DOI:10.1080/0022027042000310692