“Does the Color of Your Skin Make You American?:” Immigrant Parents’ Responses to History Texts in the New South

Abstract

This article describes the ways positioning theory is used to examine the reading responses of immigrant parents to texts about the contributions of historical figures of nondominant backgrounds. I explain how theories of positioning and identity can inform citizenship and social studies education; in particular, programs serving Latinx and immigrant students of diverse backgrounds. I then apply a positionality lens to examine immigrant parents’ responses to texts about César Chavez’ background, and to their responses to books about the Civil Rights Movement. I show how they discuss the intersection of race, citizenship status, and allegiance to the nation-state, positioning historical figures in relation to these concepts, and to narratives of injustice (present and past) across countries. I present implications for critical questioning of history texts in the classrooms, leveraging the knowledge and perspectives of diverse families and communities.