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Approaches to teaching race in elementary social studies: A case study of preservice teachers

Christopher C. Martell

Journal of Social Studies Research 41 (1):75-87 (2017)

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Book Review: Cycle of Segregation: Social Processes and Residential Stratification. [REVIEW]Heather Sweeney - 2019 - Journal of Social Studies Research 43 (3):317-321.details Download Export citation Bookmark
Planning Community-Centered Inquiries: (Re)Imagining K-8 Civics Teacher Education With/In Rural and Indigenous Communities.Christine Rogers Stanton, Danielle Morrison & Hailey Hancock - 2022 - Journal of Social Studies Research 46 (1):85-99.details This phenomenological case study investigates how planning community-centered civics inquiries can prepare elementary pre-service teachers to better address inequities facing rural communities, including those located on Indigenous reservations. Specifically, the study addresses this research question: How does community-centered planning inform pre-service teacher readiness to support place-conscious and anti-colonial civics education within elementary contexts? Findings suggest that guided, community-centered planning leads to enhanced pre-service teacher confidence in preparing to facilitate equity-oriented elementary education, particularly as related to evolving understandings of civics content (...) Download Export citation Bookmark
Book review: Race lessons: Using inquiry to teach about race in social studies. [REVIEW]Allison Sheridan - 2018 - Journal of Social Studies Research 42 (3):311-313.details Download Export citation Bookmark
Informing, transforming, inquiring: Approaches to elementary social studies in methods course syllabi.Stephanie Schroeder, Natasha C. Murray-Everett, Jacob Gates & Sarah B. Shear - 2021 - Journal of Social Studies Research 45 (2):102-117.details This study investigated approaches to the elementary social studies methods syllabus from instructors of courses across the United States. Using qualitative content analysis, we explored 48 methods syllabi using a deductive framework of Information Based Systems d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:3: 18:E: there is no attribute "volume" d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:3: 29:E: there is no attribute "issue" d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:3: 32:E: element "MetaIssue" undefined d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:4: 9:E: element "Provider" undefined d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:4: 9: open elements: MetaIssue d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:5: 4:E: element "TOC" undefined d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:5: 4: open elements: MetaIssue d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:6: 11:E: element "TocSection" undefined d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:6: 11: open elements: MetaIssue TOC d:\Sarjeet_Work\2023\Apr-2023\15apr\lot1\j-saib0004-20492\ssr_2014_38_1\spssr_38_1_meta_issue.xml:7: 8:E: element "Heading" undefined (...) Download Export citation Bookmark 2 citations
Book review: Is everyone really equal? An introduction to key concepts in social justice education. [REVIEW]James Rigney - 2018 - Journal of Social Studies Research 42 (2):219-221.details Download Export citation Bookmark
“We didn't have to go through those barriers”: Culturally affirming learning in a high school affinity group.Ryan Oto & Anita Chikkatur - 2019 - Journal of Social Studies Research 43 (2):145-157.details Using data from interviews, student work, and classroom observations in a “History of Race” course at a private predominantly White high school, this article examines the racialized tensions that led the teacher (first author) to create an unofficial affinity group for students of color that met outside of class. The authors argue that the teacher's attempt to implement a curriculum that was culturally affirming for students of color by de-centering Whiteness led to White students’ resistance that necessitated the creation of (...) Download Export citation Bookmark 1 citation
“We need to teach school differently”: Learning to teach social studies for justice.Christopher C. Martell, Rob Martinelle & Jennifer P. Chalmers-Curren - 2022 - Journal of Social Studies Research 46 (4):345-361.details Using interpretative case study methods, the researchers examined the beliefs and practices of 10 preservice social studies teachers with self-described preferences to teach for justice. While all... Download Export citation Bookmark
Difficult discourses: How the distances and contours of identities shape challenging moments in political discussions.Andrew L. Hostetler & Michael A. Neel - 2018 - Journal of Social Studies Research 42 (4):361-373.details The purpose of this study was to investigate the ways novice social studies teachers perceived difficult discourses in their classrooms. Specifically, we sought to understand what social studies teachers think is difficult about navigating political discourses, and how they describe the nature of those discourses in order to draw conclusions about why some teachers choose to avoid or engage in political or social issues discussions with students. We used a collective case study and a grounded theory analysis of video recorded (...) Download Export citation Bookmark 5 citations
Racialized space and discourse in the picture books of Ezra Jack Keats.Anna Falkner - 2018 - Journal of Social Studies Research 42 (2):171-184.details Scholars have argued elementary social studies is uniquely suited to build a foundation of critical knowledge of race and racism with young children (e.g. Bolgatz, 2005, 2007; Wills, 2005 ). To build this foundation, we must more deeply examine the materials, such as picture books, that are used in early classrooms. This research is a qualitative content analysis of one set of picture books: the neighborhood books of Caldecott award winner Ezra Jack Keats. Drawing on Goldberg's (1993) theory of racialized (...) Download Export citation Bookmark
How the notion of epistemic injustice can mitigate polarization in a conversation about cultural, ethnic, and racial categorizations.Ingvill Bjørnstad Åberg - 2024 - Journal of Philosophy of Education 57 (4-5):983-1003.details ABSTRACT It is a common contention that education done uncritically and unreflectively may serve to sustain and justify the status quo, in terms of mechanisms of cultural or racial privileging and marginalization. This article explores an argument made from within anti-oppressive education theory and advocated by theorist Kevin Kumashiro, namely that transformative education must entail altering harmful citational practices. I see two shortcomings in relation to this argument: first, its focus on discursive practice entails a prerequisite of high discursive literacy. (...) Download Export citation Bookmark

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