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Reacting to Black Lives Matter on Social Media: Pedagogical Implications for Social Studies Education
Journal article   Peer reviewed

Reacting to Black Lives Matter on Social Media: Pedagogical Implications for Social Studies Education

Joseph McAnulty
Journal of social studies research, Vol.48(4), pp.274-292
10/01/2024
DOI: 10.1177/23522798241238460

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Abstract

This Q methodological study explored the ways preservice and in-service social studies teachers engaged with a collection of social media posts about the Black Lives Matter movement. The study asked participants to share their reactions to the posts as well as how they would determine which posts they might present to their students in the classroom. The analysis of the Q sorts identified three subject positions available to these social studies teachers—labeled the Context Provider, the Data Debater, and the Critical Confronter. Notably, each of these subject positions was underscored by a prevalent discourse of teachers working as a Guide on the Side. These findings suggest that social studies teachers’ pedagogical imaginings of engaging students with social media content and in the analysis of current social and political movements for justice are significantly informed by dominant discourses of teacher “neutrality.”
 black lives matter Q methodology social media social studies education subject positions

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