Racial Literacies and Social Studies: Curriculum, Instruction, and Learning

This volume collects the work of historians, researchers, and classroom teachers to define what it means to be a racially literate educator and citizen. It emphasizes the importance of U.S. history narratives and curricular frameworks to incorporate the histories of racial/immigrant groups, and how teachers can enact instruction that promotes and/or impedes students' racial literacy. The book also highlights the importance of the social studies classroom as an educative space to have deep and meaningful experiences in teaching about race and racism.

Format: Paperback / softback
Length: 256 pages
Publication date: 28 October 2022
Publisher: Teachers' College Press

This comprehensive volume brings together the insights of historians, researchers, and classroom teachers to establish a clear definition of what it means to be a racially literate educator and citizen. History classes should serve as inclusive spaces where all students gain a comprehensive understanding of their predecessors' legacies, serving as a foundation for understanding and making informed decisions in contemporary society. However, the historical experiences of people of color often remain marginalized or overlooked in mainstream historical narratives. To address the complexities of teaching and learning about race in the history classroom, the chapter authors address a series of critical questions related to curriculum, instruction, student learning, and teacher education. These include:

How can U.S. history narratives and curricular frameworks incorporate the histories of racial/immigrant groups?

How do teachers in specific contexts enact instruction that promotes or impedes students' racial literacy?

What do students learn or fail to learn from race lessons in history?

How can teacher educators prepare the next generation of teachers to become racially literate?

By exploring these questions, the book offers valuable insights into the challenges and opportunities of teaching and learning about race in the social studies classroom. It emphasizes the importance of creating inclusive and equitable learning environments where all students can develop a deep understanding of race and its impact on society. The book is organized into four sections, each focusing on a different aspect of teaching and learning about race. The first section explores the curriculum, discussing how educators can integrate the histories of racial/immigrant groups into the curriculum to provide a more comprehensive and accurate portrayal of American history. The second section examines social studies instruction, highlighting the strategies and techniques teachers can use to promote racial literacy and engage students in meaningful discussions about race and racism. The third section explores student learning, examining the cognitive and affective processes that students go through when learning about race and how educators can support their learning journey. The fourth section focuses on teacher education, discussing the role of teacher educators in preparing the next generation of teachers to become racially literate and culturally responsive educators.

In conclusion, this volume is a valuable resource for educators, policymakers, and anyone interested in promoting racial literacy and understanding in society. By bringing together the expertise of historians, researchers, and classroom teachers, it provides a comprehensive and nuanced perspective on the challenges and opportunities of teaching and learning about race in the history classroom. The book's insights will help educators create more inclusive and equitable learning environments where all students can develop the knowledge, skills, and dispositions necessary to critique the nation's legacy of racial inequality and understand the historical movements to disrupt it.

Dimension: 229 x 152 (mm)
ISBN-13: 9780807766569