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We hold that the mission of social studies is not attainable,
without attention to the ways in which race and racism play out in
society-past, present, and future. In a follow up to the book,
Doing Race in Social Studies (2015), this new volume addresses
practical considerations of teaching about race within the context
of history, geography, government, economics, and the behavioral
sciences. Race Lessons: Using Inquiry to Teach About Race in Social
Studies addresses the space between the theoretical and the
practical and provides teachers and teacher educators with concrete
lesson ideas for how to engage learners with social studies content
and race. Oftentimes, social studies teachers do not teach about
race because of several factors: teacher fear, personal notions of
colorblindness, and attachment to multicultural narratives that
stress assimilation. This volume will begin to help teachers and
teacher educators start the conversation around realistic and
practical race pedagogy. The chapters included in this volume are
written by prominent social studies scholars and classroom
teachers. This work is unique in that it represents an attempt to
use Critical Race Theory and inquiry pedagogy (Inquiry Design
Model) to teach about race in the social science disciplines.
• Concretely addresses what happens when new teachers try to
enact inquiry-based and dialogical pedagogy within standardized
schools • Provides realistic access and insight into the
professional lives of novice teachers in ways that invite
preservice and other novice teachers to reflect on the complexities
of classroom engagement • Unpacks tension between the
standardization of education and the advocates for pedagogy that
supports individual inquiries and dialogues within literacy
classrooms • Demonstrates methods for prospective and novice ELA
and English teachers to “wobble,” or enact inquiry-based or
dialogic pedagogy in the context of structured and inflexible
schooling systems.
* Concretely addresses what happens when new teachers try to enact
inquiry-based and dialogical pedagogy within standardized schools *
Provides realistic access and insight into the professional lives
of novice teachers in ways that invite preservice and other novice
teachers to reflect on the complexities of classroom engagement *
Unpacks tension between the standardization of education and the
advocates for pedagogy that supports individual inquiries and
dialogues within literacy classrooms * Demonstrates methods for
prospective and novice ELA and English teachers to "wobble," or
enact inquiry-based or dialogic pedagogy in the context of
structured and inflexible schooling systems.
We hold that the mission of social studies is not attainable,
without attention to the ways in which race and racism play out in
society-past, present, and future. In a follow up to the book,
Doing Race in Social Studies (2015), this new volume addresses
practical considerations of teaching about race within the context
of history, geography, government, economics, and the behavioral
sciences. Race Lessons: Using Inquiry to Teach About Race in Social
Studies addresses the space between the theoretical and the
practical and provides teachers and teacher educators with concrete
lesson ideas for how to engage learners with social studies content
and race. Oftentimes, social studies teachers do not teach about
race because of several factors: teacher fear, personal notions of
colorblindness, and attachment to multicultural narratives that
stress assimilation. This volume will begin to help teachers and
teacher educators start the conversation around realistic and
practical race pedagogy. The chapters included in this volume are
written by prominent social studies scholars and classroom
teachers. This work is unique in that it represents an attempt to
use Critical Race Theory and inquiry pedagogy (Inquiry Design
Model) to teach about race in the social science disciplines.
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