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Master's Thesis: Deconstructing Shelby County Schools How Did We Get Here?

Barreto, Diana Azcarate
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Barreto, Diana Azcarate
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School integration—Tennessee—Memphis—History, African Americans—Education—Tennessee—Memphis, Educational equalization—Tennessee—Memphis, Culturally relevant pedagogy—United States, Shelby County (Tenn.)—Education—History
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Diana Azcarate-Barreto Final Draft.pdf
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https://hdl.handle.net/10267/36839
Abstract
This project is the result of time spent across multiple classrooms in Shelby County Schools (SCS). During my time student teaching, I familiarized myself with the social studies curricula the district provides for middle school and high school educators. Even though SCS offers a variety of social studies electives at the high school level, none of the curricula for these courses center Memphis. In fact, the social studies courses offered by SCS rarely mention Memphis. In order to fill in the gap in the social studies curricula, I found space in the Contemporary Issues curriculum and created a unit about the desegregation of Memphis City Schools. None of the social studies courses offered to students in SCS covers the desegregation of Memphis City Schools. Students in Memphis must know this history to contextualize their own educational experiences. The goal of the unit is to develop students’ critical thinking skills and socio-political awareness to empower them to make change.
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