The following guest blog by Krystle Merchant is the final post in a three-part series on teaching for social justice featuring the work of educators in primary, middle, and high school classrooms.
Krystle Merchant is a teacher and proud feminist at an all-girls high school in the suburbs of Washington, D.C.
As a young, black female history teacher at a private school in the Virginia suburbs of Washington, D.C., I often feel pressured to speak to colleagues and parents on behalf of many different communities. As a result, I try to educate girls to be willing and able to do the same as adult women, regardless of which communities they represent. This is especially true in my Women in the United States senior history elective, where I draw my students’ attention to their current and future experiences as women, the importance of gender to the meaning of history, and the construction of the historical narrative.
On the first day of class, we start with a simple survey. The first question, “Are you a feminist?,” always gets a qualified answer. Even seniors at an all-girls high school, who are choosing to take a course in women’s history, do not feel comfortable identifying as feminists. The term is so deeply connected to negative stereotypes of women, that even when they give a good working definition of feminism, they do not want to associate themselves with the term.
To chip away at their internalized barrier to feminism, I ask my girls to identify, follow, and respond regularly to a feminist blog such as the fbomb, Feministing, and Feminists for Choice. From there, the course proceeds by reviewing much of the same content covered in their junior year survey course on U.S. History.
However, rather than discussing notable American women or women’s contributions to the usual textbook topics, we talk about periodization, access to power, and production. The latter term “production” refers to the sources available for our study and whether they were produced by women. Women’s societal status at any given time determined the kinds of information they could produce and whether that information became accessible for later study. Continue reading