The United States' social and economic inequities stood in high
relief during the COVID-19 pandemic, spotlighting the glaringly
disproportionate systemic injustices related to public health and
the economic impact on minoritized communities. Realities of
structural and institutionalized racism and classism were exposed
to greater degrees as we sought to understand and investigate the
inequitable impact regarding health and income disparities for
African American, Latinx, and Native American communities, as well
as racial violence explicitly targeting Asian American communities.
Further exacerbating the polarized sociopolitical landscape amidst
the pandemic, the murder of George Floyd in May 2020, witnessed by
countless people around the world, resulted in anguish and drew
heightened attention to the insidious racial injustice and ongoing
racial violence that continues to plague the nation. As many
advocates took to the streets in an attempt to have their voices
heard in the continued struggle for racial equality, the federal
government tried to further silence those who have been
historically placed on the margins, including the attack of
critical race theory, antiracism work in education, and training
for diversity and inclusion. Consequently, it is imperative social
science educators are equipped with the knowledge, tools, and
dispositions to facilitate learning that explores the implications
of power, privilege, and oppression and ask important questions to
ensure voices that have been muffled, or silenced altogether, are
strategically unsilenced, voiced, and valued. Given the
perpetuation of inequities, existing educational disparities, and
the continued need for reconciliation, this volume explores how the
social sciences can be examined and reimagined to combat injustices
and support further diversity, equity, and inclusion. Authors
explore how educators can (a) understand how knowledge is
constructed, shaped, and influences how students see the world, (b)
problematize current curricular approaches and reframe
instructional practices, (c) employ a critical lens to attend to
and proactively address existing challenges and inequities related
to race, (d) infuse their teaching with greater attention to
diversity and inclusion for all students; and (e) promote increased
awareness, advocacy, and educational justice. Through the
examination of research, theory, and practitioner-oriented
strategies, the authors encourage reflection, inspire calls for
action, and explore how to teach about, proactively challenge, and
encourage continued examination of society to support progress
through increased critical consciousness, cultural competence, and
critical multiculturalism.
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