World history: analysis of teacher autonomy of content and diversity within curriculum
OA Version
Citation
Abstract
This study examines teacher autonomy in world history classrooms, especially in relation to choosing multicultural and diverse material to include in curriculum when using the 2018 Massachusetts Social Studies Frameworks. Seven teachers from small suburban Massachusetts high schools with a majority white population were interviewed to understand the lived experience of their choice in curriculum content. Through an extensive literature review, the importance of teaching history, including diverse content in world history classrooms, and use of culturally responsive practices is considered, specifically in the context of helping students to become productive global citizens. The research found that world history teachers felt they have autonomy and with that autonomy, world history teachers’ choices of what to include in content are influenced by access to quality resources, their own personal experiences, student backgrounds, and a responsibility to expose students to multiple perspectives in the larger world context. The study also revealed that the Massachusetts World History standards, a document used in the guidance of curriculum creation, contain a majority Eurocentric content. Despite this, teachers in this study reveal their curricular choices attempt to provide students with multiple perspectives and diverse content when possible. Implications of this study suggest that there are areas of improvement for support of world history teachers from administrators, curriculum creators, and policy makers.
Description
2025
License
Attribution-NoDerivatives 4.0 International