Journal article
Disrupting narratives of racial progress: Two preservice elementary teachers’ practices
Journal of social studies research, Vol.46(3), pp.185-208
07/01/2022
DOI: 10.1016/j.jssr.2021.09.004
Abstract
This study examined the approaches used by two preservice elementary school teachers as they designed and taught antiracist social studies lessons about civil rights history during a community-based field experience. Using a theoretical framework of racial pedagogical content knowledge (RPCK), we identified three domains of RPCK needed to enact antiracist elementary social studies teaching and analyzed how these domains surfaced during lessons and interviews. Our cross-case analysis revealed that both preservice teachers struggled to balance presenting civil rights events as historically significant while also calling their legacy into question. However, the preservice teacher who fostered dialogic and student-centered discussions was ultimately more successful with antiracist teaching. We provide implications for supporting elementary school teachers in developing social studies lessons that embody antiracism and teach the long civil rights movement.
Details
- Title: Subtitle
- Disrupting narratives of racial progress: Two preservice elementary teachers’ practices
- Creators
- Ryan E. Hughes - University of North Carolina at GreensboroPratigya Marhatta - University of North Carolina at Greensboro
- Resource Type
- Journal article
- Publication Details
- Journal of social studies research, Vol.46(3), pp.185-208
- DOI
- 10.1016/j.jssr.2021.09.004
- ISSN
- 0885-985X
- eISSN
- 0885-985X
- Number of pages
- 24
- Grant note
- LaTesha Velez
- Language
- English
- Date published
- 07/01/2022
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9985224417002771
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