Critical Race Theory And Social Studies Futures
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| Author | : Amanda E. Vickery |
| Publisher | : Teachers College Press |
| Total Pages | : 169 |
| Release | : 2022 |
| Genre | : Education |
| ISBN | : 080778138X |
Now more than ever, we need to teach the truth about history. This volume assembles a team of critical social studies Scholars of Color and co-conspirators who share both their nightmares and dreams for the future. The authors engage critical race theory (CRT) and its many branches and offshoots to better understand the permanence of racism in the teaching of social studies. The book’s first section, A Dream Deferred, outlines the endemic systemic issues and the ways in which the field and national organizations attempt to remain racially neutral in the face of the biases that permeate curriculum, disciplines, and the world. The second section, Racial Realities in Classroom Spaces, examines the various ways scholars and educators are applying CRT in PreK–12 spaces. In the third section, Possibilities of Praxis, chapter authors critically reflect on their own experiences and stories using CRT to work with young people and future teachers. In the final section, Dreaming of Social Studies Futures, contributors outline their dreams for the future of social studies, envisioning an unapologetically Indigenous field that centers Black futures and liberation and is free from the violence that has plagued the field and communities for centuries. Book Features: Offers race-focused analyses from a wide range of perspectives and contexts of study related to social studies education.Highlights innovations, branches, and future directions of critical race theories and methods. Explores how race and racism have been situated within the field of social studies since the publication of Gloria Ladson-Billings’s 2003 edited volume, Critical Race Theory Perspectives on the Social Studies. Contributors include Sohyun An, Christopher Busey, Tiffany Mitchell Patterson, Leilani Sabzalian, Sarah B. Shear, Tran Templeton, and Jon Wargo.
| Author | : Gloria Ladson-Billings |
| Publisher | : IAP |
| Total Pages | : 298 |
| Release | : 2003-11-01 |
| Genre | : Social Science |
| ISBN | : 1607525100 |
| Author | : David J. Connor |
| Publisher | : Teachers College Press |
| Total Pages | : 289 |
| Release | : 2016 |
| Genre | : Education |
| ISBN | : 0807773867 |
This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education
| Author | : Sofia Y. Leung |
| Publisher | : MIT Press |
| Total Pages | : 359 |
| Release | : 2021-04-13 |
| Genre | : Social Science |
| ISBN | : 0262043505 |
Black, Indigenous, and Peoples of Color--reimagine library and information science through the lens of critical race theory. In Knowledge Justice, Black, Indigenous, and Peoples of Color scholars use critical race theory (CRT) to challenge the foundational principles, values, and assumptions of Library and Information Science and Studies (LIS) in the United States. They propel CRT to center stage in LIS, to push the profession to understand and reckon with how white supremacy affects practices, services, curriculum, spaces, and policies.
| Author | : Jane C. Lo |
| Publisher | : Teachers College Press |
| Total Pages | : 257 |
| Release | : 2022 |
| Genre | : Education |
| ISBN | : 080776664X |
For the past 2 decades, the field of social studies education has seen an increase in research on the use of discussions as an essential instructional technique. This book examines the importance of using quality dialogue as a tool to help students understand complex issues in social studies. This edited volume provides a collection of well-known, evidence-based discussion techniques, as well as classroom examples showing the methods in use. While using discussion as an instructional method is widely considered a best practice of civic learning, actual high-quality discussions are rare and notoriously difficult to facilitate. Making Classroom Discussions Work is designed to guide teacher educators and classroom teachers in facilitating equitable and productive discussions that will boost learning and democratic engagement. Book Features: Emphasizes the rationale for using discussion in social studies teaching. Collects strategies that have been proposed in disparate journal articles and books in one convenient volume. Presents research-based challenges and supports for conducting and assessing discussions in the social studies. Includes methods and tips to help teachers make discussions more equitable in their classrooms.
| Author | : Lauren McArthur Harris |
| Publisher | : Teachers College Press |
| Total Pages | : 225 |
| Release | : 2022 |
| Genre | : Education |
| ISBN | : 0807780774 |
Despite limitations and challenges, teaching about difficult histories is an essential aspect of social studies courses and units across grade levels. This practical resource highlights stories of K–12 practitioners who have critically examined and reflected on their experiences with planning and teaching histories identified as difficult. Featuring the voices of teacher educators, classroom teachers, and museum educators, these stories provide readers with rare examples of how to plan for, teach, and reflect on difficult histories. The book is divided into four main sections: Centering Difficult History Content, Centering Teacher and Student Identities, Centering Local and Contemporary Contexts, and Centering Teacher Decision-making. Key topics include teaching about genocide, slavery, immigration, war, racial violence, and terrorism. This dynamic book highlights the practitioner’s perspective to reveal how teachers can and do think critically about their motivations and the methods they use to engage students in rigorous, complex, and appropriate studies of the past. Book Features: Expanded notions of what difficult histories can be and how they can be approached pedagogically.Thoughtful pictures of practice of some of the most complex histories to teach. Stories of K–12 teachers and museum educators with the research of leading scholars in social studies education. Examples from a wide range of educational contexts in the United States and other countries. Resources useful to teachers and teacher educators. Contributors include LaGarrett J. King, Cinthia Salinas, Stephanie van Hover, Amanda Vickery, Sohyun An, H. James (Jim) Garrett, Christopher C. Martell, and Jennifer Hauver.
| Author | : Adrienne D. Dixson |
| Publisher | : Routledge |
| Total Pages | : 304 |
| Release | : 2014-05-22 |
| Genre | : Education |
| ISBN | : 1317973046 |
Brings together several scholars from both law and education to provide some clarity on the status and future directions of Critical Race Theory, answering key questions regarding the ''what' and ''how'' of the application of CRT to education.
| Author | : Wayne Journell |
| Publisher | : Teachers College Press |
| Total Pages | : 289 |
| Release | : 2021 |
| Genre | : Education |
| ISBN | : 0807780685 |
COVID-19 offers a unique opportunity to transform the K–12 social studies curriculum, but history suggests that changes to the formal curriculum will not come easily or automatically. This book was conceived in the space between the dismantling of our old way of life and the anticipation of what comes next. The authors in this volume—leading voices in social studies education—make the case that COVID-19 has exposed deficiencies in much of the traditional narrative found in textbooks and state curriculum standards, and they offer guidance for how educators can use the pandemic to pursue a more justice-oriented, critical examination of contemporary society. Divided into two sections, this volume first focuses on how elementary and secondary educators might teach about the pandemic, both as a contentious public issue and as a recent historical event. The second section asks teachers to reconsider many long-standing aspects of social studies teaching and learning, from content and instructional approaches to testing. Book Features: Guidance on how to teach about the COVID-19 crisis as a recent, controversial historical event.Examples of teaching approaches and classroom projects that align with the C3 Framework.Lessons about COVID-19 for use in K–12 classrooms, as well as chapters on the history of pandemics and on how teachers can help students cope with death and grief.A critical examination of the idea of American exceptionalism, the role of race and class in U.S. society, and fundamental practices within social studies education. Contributors: Sohyun An, Varenka Servín Arcos, Brooke Blevins, Lisa Brown Buchanan, Yun-Wen Chan, Ya-Fang Cheng, Rebecca C. Christ, Christopher H. Clark, Kristen E. Duncan, Leonel Pérez Expósito, Anna Falkner, David Gerwin, Maggie Guggenheimer; Michael Gurlea, Tracy Hargrove, Jennifer Hauver, Mark E. Helmsing, David Hicks, Karon LeCompte, Kevin R. Magill, Catherine Mas, Sarah A. Mathews, Carly Muetterties, Amber Neal, Katherina A. Payne, Noreen Naseem Rodríguez, Sandra J. Schmidt, Lynn Sikma, Amy Taylor, Stephanie van Hover, Cathryn van Kessel, Bretton A. Varga, Cara Ward, Tyler Woodward, Holly Wright
| Author | : Ashley Taylor Jaffee |
| Publisher | : Teachers College Press |
| Total Pages | : 257 |
| Release | : 2024 |
| Genre | : Education |
| ISBN | : 0807786047 |
"In recent years, social studies scholars have pushed to consider critical ways of thinking about curriculum, particularly challenging what we teach and how we teach. Authors in this book, however, speak specifically about culturally and linguistically accessing and engaging with social studies and citizenship education curricula and instruction. Through this project, the notion of inclusiveness and relevance centers on culture and language that emphasize the civic identity, agency, and membership of communities most often marginalized by social studies and civic instruction, public schools, and U.S. democratic society. We hope this collection of chapters acts as a resource to address pedagogical, sociocultural, and civic wonderings by highlighting ways of using language as an asset and means in the social studies classroom. This book presents new pedagogical ideas, theoretical frameworks, and research methodologies on teaching culturally and linguistically relevant social studies with and for emergent bilingual and multilingual (EBML) youth. The compilation of chapters seeks to forefront scholarship and teaching that centers the needs, interests, and experiences of EBML youth in social studies education. Chapter authors draw from multiple, intersecting critical and interdisciplinary frameworks that center culture and language to inform and write about social studies taking place inside, outside, and beyond the classroom that engages youth in varying disciplinary and non-disciplinary spaces across social studies education: (e.g., community, geography, family, civics, history). The chapters also challenge oppressive structures, policies, and practices that marginalize EBML youth. The book is intended for Pre-K-12 teachers and administrators, social studies teacher educators and researchers, and pre-service social studies teachers to actively read, reflect on, and strive to enact the work shared by chapter authors"--
| Author | : E. Wayne Ross |
| Publisher | : State University of New York Press |
| Total Pages | : 481 |
| Release | : 2024-09-01 |
| Genre | : Education |
| ISBN | : 1438499043 |
The Social Studies Curriculum, Fifth Edition updates the definitive overview of the issues teachers face when creating learning experiences for students in social studies. Renowned for connecting diverse elements of the social studies curriculum—from history to cultural studies to contemporary social issues—the book offers a unique and critical perspective that continues to separate it from other texts. The social studies curriculum is contested terrain both epistemologically and politically. Completely updated and revised, the fifth edition includes fourteen new chapters and covers the politics of the social studies curriculum, questions of historical perspective, Black education and critical race theory, whiteness and anti-racism, decolonial literacy and decolonizing the curriculum, gender and sexuality, Islamophobia, critical media literacy, evil in social studies, economics education, anarchism, children’s rights and Earth democracy, and citizenship education. Readers are encouraged to reconsider their assumptions and understandings of the purposes, nature, and possibilities of the social studies curriculum.
