Doing Race in Social Studies
A volume in the series: Teaching and Learning Social Studies. Editor(s): William B. Russell III, Ph.D., University of Central Florida.
Race and racism are a foundational part of the global and American experience. With this idea in mind, our social studies classes should reflect this reality. Social studies educators often have difficulties teaching about race within the context of their classrooms due to a variety of institutional and personal factors. Doing Race in Social Studies: Critical Perspectives provides teachers at all levels with research in social studies and critical race theory (CRT) and specific content ideas for how to teach about race within their social studies classes. The chapters in this book serve to fill the gap between the theoretical and the practical, as well as help teachers come to a better understanding of how teaching social studies from a CRT perspective can be enacted.
The chapters included in this volume are written by prominent scholars in the field of social studies and CRT. They represent an original melding of CRT concepts with considerations of enacted social studies pedagogy. This volume addresses a void in the social studies conversation about race—how to think and teach about race within the social science disciplines that comprise the social studies. Given the original nature of this work, Doing Race in Social Studies: Critical Perspectives is a much-needed addition to the conversation about race and social studies education.
What Does it Mean to “Do Race” in Social Studies: Racial Pedagogical Content Knowledge, Prentice T. Chandler. SECTION I: RESEARCH IN PRACTICE. Cultural Genocide Masked as Education: U.S. History Textbooks’ Coverage of Indigenous Education Policies, Sarah Shear. Learning to Teach Culturally Relevant Social Studies: A White Teacher’s Retrospective Self-Study, Christopher Martell. White Social Studies: Protecting the White Racial Code, Prentice T. Chandler and Amanda Branscombe. “The Only Way They Knew How to Solve Their Disagreements was to Fight”: A Textual Analysis of Native Americans Before, During, and After the Civil Rights Movement, Ryan Craig and Victoria Davis. Teaching Race in High School Social Studies: Lessons from the Field, Tony Castro, Andrea Hawkman, and Juan Diaz. SECTION II: APPLICATIONS OF CRITICAL RACE THEORY IN SOCIAL STUDIES. Using Authentic Intellectual Work and Critical Race Theory to Teach about Race in Social Studies, Prentice T. Chandler, Amanda Branscombe and Leigh Hester. Interest Convergence and “Looking to the Bottom”: Using Critical Race Theory to Understand the Exclusionary History of Voting Rights in the United States, Ryan Crowley. Race is a Highway: Towards a Critical Race Approach in Economics Classrooms, LaGarrett King and Shakealia Finley. In a Space but Not of It: Uncovering Racial Narratives Through Geography, Sandra Schmidt and Todd Kenreich. Excavating Critical Racial Knowledge in Economics and World Geography, Amanda Vickery, Kathlene Holmes and Anthony Brown. Critical Race Theory, Psychoanalysis, and Social Studies Pedagogy, James Garrett and Avner Segall. Doing Race in Social Studies: Leveraging Collective Action and Resources to Create Transformative, Issues-centered Social Studies Classrooms, Todd Hawley.
"Like many books written by and for school teachers, Doing Race in Social Studies goes beyond generalities and platitudes to show what actual teachers and teaching materials are bringing to the classroom. That is, the book takes concepts and theories and makes them practical, giving teachers ideas and models of things that they can actually implement in their own teaching." Jack David Eller in Anthropology Review Database
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