In this article, our goals are to
demonstrate the power of engaging
elementary students in respon... more In this article, our goals are to demonstrate the power of engaging elementary students in responding to instances of injustice and to provide resources for your own enactments. As part of this effort, we offer recommendations and resources grounded in educational research and theories. First, we provide a theoretical background and a brief review of the relevant literature to demonstrate how current practices and recommendations are shaped by previous scholarship. Second, we describe two case studies showcasing ways elementary methods courses and elementary classrooms can engage teacher candidates and students in learning about incidents involving injustice in historical context. Third, we suggest a framework for educators seeking to engage their own students in responding proactively to injustice. Fourth, we provide resources to help you do this work in elementary social studies methods courses and elementary schools.
A narrative of racial progress abounds in U.S. history, making it difficult for teachers to prese... more A narrative of racial progress abounds in U.S. history, making it difficult for teachers to present complex interpretations of racial/ethnic discrimination. Historical complexity challenges such simplistic notions of race/ethnicity and encourages critical thinking. Adding anti-essentialist historical content about Latinx communities is one way to complicate perceptions of race relations in the United States. When combined with historical inquiry, or the act of “doing” history, anti-essentialist historical content can help students articulate a more complex understanding of history. Studying Mendez v. Westminster, a 1940s California case about Mexican American desegregation, offers an opportunity for educators to leverage these historical and racial/ethnic complexities. Specifically, we highlight how to (1) provide background on the historical and racial/ethnic context of the 1940s, (2) highlight Mexican Americans’ racial/ethnic and language complexity, and (3) use historical inquiry to expose the multidimensionality of Mexican American discrimination.
This conceptual analysis centers two historical periods in which Black communities in the United ... more This conceptual analysis centers two historical periods in which Black communities in the United States secured educational rights for themselves in spite of (not because of) intervention from the federal government. Drawing from the Critical Race Theory, the authors argue that Reconstruction and the post-Brown era offer valuable lessons for school leaders today about the ability-and even need-to operate autonomously from formal channels. The authors feature lessons from Reconstruction and Brown regarding self-reliance, community control, and the hard-won victories whose benefits extended far beyond the Black community itself. The authors conclude with implications for school leaders.
This conceptual analysis centers two historical periods in which Black communities in the United ... more This conceptual analysis centers two historical periods in which Black communities in the United States secured educational rights for themselves in spite of (not because of) intervention from the federal government. Drawing from the Critical Race Theory, the authors argue that Reconstruction and the post-Brown era offer valuable lessons for school leaders today about the ability-and even need-to operate autonomously from formal channels. The authors feature lessons from Reconstruction and Brown regarding self-reliance, community control, and the hard-won victories whose benefits extended far beyond the Black community itself. The authors conclude with implications for school leaders.
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies ... more The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, ''The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.'' The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive DORINDA J. CARTER ANDREWS is professor and chairperson of teacher education at Michigan State University.. Her research broadly focuses on issues of racial equity and justice in teacher education and P-21 educational contexts. She utilizes qualitative methodologies and critical race and gender frameworks to examine race and racism in schools, urban teacher preparation, and Black education. TASHAL BROWN is a doctoral student in curriculum, instruction, and teacher education at Michigan State University and a former middle and high school teacher. Her research interests focus on critical civic literacies, Black feminist epistemologies, and interrogations of power and identity within teacher education and K-12 classrooms. ELIANA CASTRO is a doctoral student in curriculum, instruction, and teacher education at Michigan State University. Her research interests center on the teaching and learning of race/ethnicity and racism in P-12 classrooms, as well as the experiences of students and teachers of color in schools. She also investigates the inclusion of Black and Latinx identities and communities in history and social studies curriculum. EFFAT ID-DEEN is a doctoral student in curriculum, instruction, and teacher education at Michigan State University and a former middle school teacher and community-based social worker. Her academic and research interests broadly focus on race, culture, and equity in schools and spaces of education. She also examines the racial under-standings, racial identity, and racialized experiences of Black male youth in middle school contexts. Article reuse guidelines: sagepub.com/journals-permissions Ó 2019 AERA. http://aerj.aera.net mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls' meaning making about and critical examination of individual and collective schooling experiences.
In this article, our goals are to
demonstrate the power of engaging
elementary students in respon... more In this article, our goals are to demonstrate the power of engaging elementary students in responding to instances of injustice and to provide resources for your own enactments. As part of this effort, we offer recommendations and resources grounded in educational research and theories. First, we provide a theoretical background and a brief review of the relevant literature to demonstrate how current practices and recommendations are shaped by previous scholarship. Second, we describe two case studies showcasing ways elementary methods courses and elementary classrooms can engage teacher candidates and students in learning about incidents involving injustice in historical context. Third, we suggest a framework for educators seeking to engage their own students in responding proactively to injustice. Fourth, we provide resources to help you do this work in elementary social studies methods courses and elementary schools.
A narrative of racial progress abounds in U.S. history, making it difficult for teachers to prese... more A narrative of racial progress abounds in U.S. history, making it difficult for teachers to present complex interpretations of racial/ethnic discrimination. Historical complexity challenges such simplistic notions of race/ethnicity and encourages critical thinking. Adding anti-essentialist historical content about Latinx communities is one way to complicate perceptions of race relations in the United States. When combined with historical inquiry, or the act of “doing” history, anti-essentialist historical content can help students articulate a more complex understanding of history. Studying Mendez v. Westminster, a 1940s California case about Mexican American desegregation, offers an opportunity for educators to leverage these historical and racial/ethnic complexities. Specifically, we highlight how to (1) provide background on the historical and racial/ethnic context of the 1940s, (2) highlight Mexican Americans’ racial/ethnic and language complexity, and (3) use historical inquiry to expose the multidimensionality of Mexican American discrimination.
This conceptual analysis centers two historical periods in which Black communities in the United ... more This conceptual analysis centers two historical periods in which Black communities in the United States secured educational rights for themselves in spite of (not because of) intervention from the federal government. Drawing from the Critical Race Theory, the authors argue that Reconstruction and the post-Brown era offer valuable lessons for school leaders today about the ability-and even need-to operate autonomously from formal channels. The authors feature lessons from Reconstruction and Brown regarding self-reliance, community control, and the hard-won victories whose benefits extended far beyond the Black community itself. The authors conclude with implications for school leaders.
This conceptual analysis centers two historical periods in which Black communities in the United ... more This conceptual analysis centers two historical periods in which Black communities in the United States secured educational rights for themselves in spite of (not because of) intervention from the federal government. Drawing from the Critical Race Theory, the authors argue that Reconstruction and the post-Brown era offer valuable lessons for school leaders today about the ability-and even need-to operate autonomously from formal channels. The authors feature lessons from Reconstruction and Brown regarding self-reliance, community control, and the hard-won victories whose benefits extended far beyond the Black community itself. The authors conclude with implications for school leaders.
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies ... more The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, ''The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.'' The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive DORINDA J. CARTER ANDREWS is professor and chairperson of teacher education at Michigan State University.. Her research broadly focuses on issues of racial equity and justice in teacher education and P-21 educational contexts. She utilizes qualitative methodologies and critical race and gender frameworks to examine race and racism in schools, urban teacher preparation, and Black education. TASHAL BROWN is a doctoral student in curriculum, instruction, and teacher education at Michigan State University and a former middle and high school teacher. Her research interests focus on critical civic literacies, Black feminist epistemologies, and interrogations of power and identity within teacher education and K-12 classrooms. ELIANA CASTRO is a doctoral student in curriculum, instruction, and teacher education at Michigan State University. Her research interests center on the teaching and learning of race/ethnicity and racism in P-12 classrooms, as well as the experiences of students and teachers of color in schools. She also investigates the inclusion of Black and Latinx identities and communities in history and social studies curriculum. EFFAT ID-DEEN is a doctoral student in curriculum, instruction, and teacher education at Michigan State University and a former middle school teacher and community-based social worker. Her academic and research interests broadly focus on race, culture, and equity in schools and spaces of education. She also examines the racial under-standings, racial identity, and racialized experiences of Black male youth in middle school contexts. Article reuse guidelines: sagepub.com/journals-permissions Ó 2019 AERA. http://aerj.aera.net mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls' meaning making about and critical examination of individual and collective schooling experiences.
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demonstrate the power of engaging
elementary students in responding to
instances of injustice and to provide
resources for your own enactments. As
part of this effort, we offer recommendations
and resources grounded in
educational research and theories. First,
we provide a theoretical background and
a brief review of the relevant literature to
demonstrate how current practices and
recommendations are shaped by previous
scholarship. Second, we describe two case
studies showcasing ways elementary
methods courses and elementary classrooms
can engage teacher candidates and
students in learning about incidents
involving injustice in historical context.
Third, we suggest a framework for
educators seeking to engage their own
students in responding proactively to
injustice. Fourth, we provide resources to
help you do this work in elementary social
studies methods courses and elementary
schools.
demonstrate the power of engaging
elementary students in responding to
instances of injustice and to provide
resources for your own enactments. As
part of this effort, we offer recommendations
and resources grounded in
educational research and theories. First,
we provide a theoretical background and
a brief review of the relevant literature to
demonstrate how current practices and
recommendations are shaped by previous
scholarship. Second, we describe two case
studies showcasing ways elementary
methods courses and elementary classrooms
can engage teacher candidates and
students in learning about incidents
involving injustice in historical context.
Third, we suggest a framework for
educators seeking to engage their own
students in responding proactively to
injustice. Fourth, we provide resources to
help you do this work in elementary social
studies methods courses and elementary
schools.