Racial Literacies and Social Studies
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anti-racist K-12 curricula
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critical race theory and education
CRT in education
culturally responsive teaching
curriculum
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equity pedagogy
history curriculum and race
K-16 history instruction and racism
learning
multicultural education and social studies
race
race and K-12 social studies
race and racism
racially literate citizenship
racially literate history teachers
social studies and BIPOC students
social studies curricula and student learning
social studies educators and racial literacy
teacher preparation and racial literacy
teaching
teaching and learning
teaching methods social studies
teaching social studies to diverse students
Product details
- ISBN 9780807766576
- Weight: 363g
- Dimensions: 152 x 229mm
- Publication Date: 28 Oct 2022
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Hardback
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This volume collects the work of historians, researchers, and classroom teachers to define what it means to be a racially literate educator and citizen. History classes should be spaces in which all students learn about their predecessors' legacies as a context for understanding and decision-making in contemporary society. In reality, the historical experiences of people of color are additive at best or marginalized at worst. To address the complexities of teaching and learning about race in the history classroom, chapter authors answer a series of questions related to curriculum, instruction, student learning, and teacher education: (1) how U.S. history narratives and curricular frameworks can or do incorporate the histories of racial/immigrant groups, (2) how teachers in particular contexts enact instruction that promotes and/or impedes students' racial literacy, (3) what students learn or don't learn from race lessons in history, and (4) how teacher educators can educate the next generation of teachers to become racially literate. Readers can use this resource to enable all young people to acquire the knowledge, skills, and dispositions necessary to critique the nation's legacy of racial inequality, as well as understand the historical movements to disrupt inequality.
Book Features:
- Contributes new scholarship on teaching and learning about race, ethnicity, and immigration.
- Draws on empirical studies about the cognitive and affective complexities of teaching about race in ethnically homogenous or heterogeneous K–12 classrooms.
- Shows why the social studies classroom is the educative space to have deep and meaningful experiences in teaching about race and racism.
- Organized in four sections that focus on curriculum, social studies instruction, student learning, and teacher learning.
LaGarrett J. King is an associate professor of social studies education and director of the Center for K-12 Black History and Racial Literacy Education at the University at Buffalo Graduate School of Education. Dr. King received the 2022 National Council for the Social Studies Spirit of America Award.
