Abstract
The history of Oscarville, Georgia, nestled within the Lake Lanier region of North Georgia, remains both known and unknown, existing as a significant yet elusive part of local lore and historical retellings. This article delves into the innovative approach of a place-based critical participatory action research program, "Historicizing Oscarville," which engaged teacher candidates and educators in exploring the obscured history of Oscarville. The narrative uncovers the complex layers of settler colonialism, slavery, racial cleansing, and subsequent erasure that characterize Oscarville's past. By employing the framework of Learning Teaching as an Interpretive Process (LTIP) within a place-based education model, the project aimed to disrupt racial inequities within education by (a) integrating transdisciplinary knowledges, (b) leveraging transdisciplinary ways of knowing, and (c) conceptualizing teacher education as a lifelong, collaborative guided practice. The findings underscore the importance of acknowledging and addressing historical erasures in shaping a more inclusive and equitable educational landscape in Georgia and beyond.
Recommended Citation
Panther, Leah; Smith, Kristie; Mitchelson, Mary; and Bonner, Robert Jr.
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"The Legacy of Oscarville: Using Critical Participatory Action Research and Learning Teaching as an Interpretive Process to Sustain a Placeless Place,"
Teaching Social Studies in the Peach State: Vol. 2:
Iss.
1, Article 1.
Retrieved from https://digitalcommons.georgiasouthern.edu/sspeach/vol2/iss1/1
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons
