{"title":"Editors' Introduction to Confronting Truth in Contentious Times","authors":"Carla Ann Brown, E. Washington, Rasheeda T West","doi":"10.29173/assert82","DOIUrl":"https://doi.org/10.29173/assert82","url":null,"abstract":"","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Black teachers encounter various microaggressions in and around schools that make the profession taxing (King, 2016). While hurdling relational challenges, Dr. Bell funneled his energy and revised two units for fourth and fifth grade students in the learning community. One unit, Events Leading Up to the American Revolution received limited edits due to the restraint of planning time and COVID19 quarantine mandates before implementation. The second unit, Activism, received a major overhaul as it was originally cut short during the Spring 2020 semester. This article reflects Dr. Bell’s account of the year spent revising both Social Studies units that students engaged in. He includes the events that led to the decision to focus on Social Studies content and the reactions of students and their involvement as they learned content and participated in class discussions. His students enjoyed the interactive lessons, although a majority of the planning was done by him without much collaboration from his team members. As a result, this experience has inspired him to find an opportunity to develop a secondary social studies course.
{"title":"Story of revision social studies units in the midst of racial isolation","authors":"Johnny Bell","doi":"10.29173/assert73","DOIUrl":"https://doi.org/10.29173/assert73","url":null,"abstract":"Black teachers encounter various microaggressions in and around schools that make the profession taxing (King, 2016). While hurdling relational challenges, Dr. Bell funneled his energy and revised two units for fourth and fifth grade students in the learning community. One unit, Events Leading Up to the American Revolution received limited edits due to the restraint of planning time and COVID19 quarantine mandates before implementation. The second unit, Activism, received a major overhaul as it was originally cut short during the Spring 2020 semester. This article reflects Dr. Bell’s account of the year spent revising both Social Studies units that students engaged in. He includes the events that led to the decision to focus on Social Studies content and the reactions of students and their involvement as they learned content and participated in class discussions. His students enjoyed the interactive lessons, although a majority of the planning was done by him without much collaboration from his team members. As a result, this experience has inspired him to find an opportunity to develop a secondary social studies course.","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Florida’s House Bill 7, also known as the Stop Woke Act, is one of the most controversial legal measures in educational history, increasing the supervision of teaching and learning about antiblack racism in social studies education. Florida Governor, Ron DeSantis, has legally banned the teaching of CRT (critical race theory) from K-12 schools, colleges, and universities. In this paper, I analyze specific points from Florida’s House Bill 7 (2022), unpacking its legal divisiveness that upholds white supremacy in the social sciences. This blatant denial of America’s tragic racial history has intensified a hostile and superficial learning environment for teachers of social studies education. As a Black woman, educator, and researcher; there is an added layer of betrayal teaching about race under intense legal scrutiny. In this article, I intend to unpack my experience as one of the last groups of doctoral students to learn CRT at a Florida public university; revisiting the political shift against CRT and how it has impacted my research and practice.
{"title":"Carrying The CRT Legacy in Perilous Times: Research and Practice in the Social Sciences Under Florida’s Stop WOKE Act","authors":"Ebonie Bennett","doi":"10.29173/assert74","DOIUrl":"https://doi.org/10.29173/assert74","url":null,"abstract":"Florida’s House Bill 7, also known as the Stop Woke Act, is one of the most controversial legal measures in educational history, increasing the supervision of teaching and learning about antiblack racism in social studies education. Florida Governor, Ron DeSantis, has legally banned the teaching of CRT (critical race theory) from K-12 schools, colleges, and universities. In this paper, I analyze specific points from Florida’s House Bill 7 (2022), unpacking its legal divisiveness that upholds white supremacy in the social sciences. This blatant denial of America’s tragic racial history has intensified a hostile and superficial learning environment for teachers of social studies education. As a Black woman, educator, and researcher; there is an added layer of betrayal teaching about race under intense legal scrutiny. In this article, I intend to unpack my experience as one of the last groups of doctoral students to learn CRT at a Florida public university; revisiting the political shift against CRT and how it has impacted my research and practice.","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":" 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores Southern hip-hop as a source of resistance and sustainment amid legislative bans on purported “divisive concepts,” which has led to the systematic censoring of critical and equity-oriented discussions in K-12 education. Social studies teachers, in particular, face punitive backlashes as they are tasked with navigating conversations around culture, power, individuals, and institutions. Through this backdrop, the paper asks: how do we, as social studies teacher educators, make sense of our role in this politically contentious atmosphere? This conceptual analysis focuses on artists like Wacotron, BigXthaPlug, and Flippa T, drawing insights from their lyrics to illuminate strategies for subverting, resisting, and innovating in the face of educational challenges. Embracing themes of fugitivity, community, and refusal, the paper advocates for a mentality of resistance in critical work, reminding educators of their roots in a legacy of Black Southern resistance amid legislative attempts to stifle justice-oriented discussions.
{"title":"“Take another route ‘cause we ain’t scared in the South”","authors":"Kelly Allen, Delandrea Hall","doi":"10.29173/assert76","DOIUrl":"https://doi.org/10.29173/assert76","url":null,"abstract":"This paper explores Southern hip-hop as a source of resistance and sustainment amid legislative bans on purported “divisive concepts,” which has led to the systematic censoring of critical and equity-oriented discussions in K-12 education. Social studies teachers, in particular, face punitive backlashes as they are tasked with navigating conversations around culture, power, individuals, and institutions. Through this backdrop, the paper asks: how do we, as social studies teacher educators, make sense of our role in this politically contentious atmosphere? This conceptual analysis focuses on artists like Wacotron, BigXthaPlug, and Flippa T, drawing insights from their lyrics to illuminate strategies for subverting, resisting, and innovating in the face of educational challenges. Embracing themes of fugitivity, community, and refusal, the paper advocates for a mentality of resistance in critical work, reminding educators of their roots in a legacy of Black Southern resistance amid legislative attempts to stifle justice-oriented discussions.","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
From my position as a Black social studies teacher educator and interdisciplinary historian of education who calls Texas home, I explore in this essay how critical educators might consider what some of Texas’s most recent “diversity, equity, and inclusion (DEI)” statutes signify about the effectiveness of critical Black social studies teachers’ work thus far. I underline what Nobel laureate Toni Morrison said about the heightened restriction she faced given her writing: that it can often indicate our work is indeed disrupting the ongoing, systemic project of white domination and antiBlack subordination. Then, I highlight how Black educators of the Jim Crow era navigated political atmospheres comparable to the one in which Texas educators, among others, now find themselves. Looking back at these educators’ subversive practices, which sought to undermine the status quo of white supremacy and antiBlackness, I suggest how their work might guide those engaged in similar projects today.
{"title":"Deep in the heart of Texas","authors":"ArCasia D. James‐Gallaway","doi":"10.29173/assert75","DOIUrl":"https://doi.org/10.29173/assert75","url":null,"abstract":"From my position as a Black social studies teacher educator and interdisciplinary historian of education who calls Texas home, I explore in this essay how critical educators might consider what some of Texas’s most recent “diversity, equity, and inclusion (DEI)” statutes signify about the effectiveness of critical Black social studies teachers’ work thus far. I underline what Nobel laureate Toni Morrison said about the heightened restriction she faced given her writing: that it can often indicate our work is indeed disrupting the ongoing, systemic project of white domination and antiBlack subordination. Then, I highlight how Black educators of the Jim Crow era navigated political atmospheres comparable to the one in which Texas educators, among others, now find themselves. Looking back at these educators’ subversive practices, which sought to undermine the status quo of white supremacy and antiBlackness, I suggest how their work might guide those engaged in similar projects today.","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, we first provide a snapshot of key demographics and characteristics of social studies teachers in a rural setting based the 2017-2018 National Teacher and Principal Survey (NTPS) restricted-use data file from the National Center for Educational Statistics (NCES), administered by the Institute for Education Sciences (IES). Second, we look at potential implications based on specific insights from the data, including recognition of the change happening in the demographics of rural communities and a need for sustained PD about teaching students with diverse identities.
{"title":"Portrait of Rural Social Studies Teachers (and Their Students)","authors":"Amy Allen, Thomas O. Williams, David Hicks","doi":"10.29173/assert63","DOIUrl":"https://doi.org/10.29173/assert63","url":null,"abstract":"In this study, we first provide a snapshot of key demographics and characteristics of social studies teachers in a rural setting based the 2017-2018 National Teacher and Principal Survey (NTPS) restricted-use data file from the National Center for Educational Statistics (NCES), administered by the Institute for Education Sciences (IES). Second, we look at potential implications based on specific insights from the data, including recognition of the change happening in the demographics of rural communities and a need for sustained PD about teaching students with diverse identities.","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"47 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139608306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, the authors share insights from a project focused on building connections between Indigenous and non-Indigenous peoples, communities, and schools. As an Indigenous and non-Indigenous educator team, we suggest that there are various entry points into the work of reconciliation and share our Approaches to Reconciliation model along with several other resources we have found foundational in this work. We conclude by asking the reader to consider which entry point they will begin with.
{"title":"Acting on the TRC Calls to Action through education","authors":"Yvonne Poitras Pratt, P. Danyluk","doi":"10.29173/assert59","DOIUrl":"https://doi.org/10.29173/assert59","url":null,"abstract":"In this article, the authors share insights from a project focused on building connections between Indigenous and non-Indigenous peoples, communities, and schools. As an Indigenous and non-Indigenous educator team, we suggest that there are various entry points into the work of reconciliation and share our Approaches to Reconciliation model along with several other resources we have found foundational in this work. We conclude by asking the reader to consider which entry point they will begin with.","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139607060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As a Fulbright Fellow in Finland, I researched Finnish pedagogical strategies and systemic norms that implement competence based learning. In working with classroom teachers, school administrators, and university experts, I learned how Finnish teachers are responding to new curriculum directives, as well as structural barriers that make teaching towards competences difficult. This paper is an abridged recollection of my findings, with specific emphasis on tangible strategies, norms and ideas that American teachers can implement in their classrooms immediately.
{"title":"Competence Learning Brought to Life","authors":"Kathryn Picardo","doi":"10.29173/assert70","DOIUrl":"https://doi.org/10.29173/assert70","url":null,"abstract":"As a Fulbright Fellow in Finland, I researched Finnish pedagogical strategies and systemic norms that implement competence based learning. In working with classroom teachers, school administrators, and university experts, I learned how Finnish teachers are responding to new curriculum directives, as well as structural barriers that make teaching towards competences difficult. This paper is an abridged recollection of my findings, with specific emphasis on tangible strategies, norms and ideas that American teachers can implement in their classrooms immediately. ","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"99 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139605942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although research on teaching about race and racism in rural schools is scant, a handful of studies indicate that race matters a great deal in rural history education. It matters particularly in terms of divergent cultural memories and uses of history (cf. Nordgren, 2016; Seay, 2019) that students and teachers may bring to the classroom. This paper summarizes studies of rural white history teachers who contended with narratives of white dominance in the school and community (cf. Castagno, 2014; Leonardo, 2009, 2013; Vaught, 2011). The teachers faced unforeseen difficulties engaging students in sensitive topics, such as racialized violence and other historical systems of inequality that remain in the present.
{"title":"Examining Cultural Barriers to Teaching Anti-Racist History in the Rural U.S.","authors":"Elizabeth Washington, Travis Seay","doi":"10.29173/assert66","DOIUrl":"https://doi.org/10.29173/assert66","url":null,"abstract":"Although research on teaching about race and racism in rural schools is scant, a handful of studies indicate that race matters a great deal in rural history education. It matters particularly in terms of divergent cultural memories and uses of history (cf. Nordgren, 2016; Seay, 2019) that students and teachers may bring to the classroom. This paper summarizes studies of rural white history teachers who contended with narratives of white dominance in the school and community (cf. Castagno, 2014; Leonardo, 2009, 2013; Vaught, 2011). The teachers faced unforeseen difficulties engaging students in sensitive topics, such as racialized violence and other historical systems of inequality that remain in the present.","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"16 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139607206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Introduction to the Teaching for Black Lives Themed Issue","authors":"Kristen E. Duncan","doi":"10.29173/assert69","DOIUrl":"https://doi.org/10.29173/assert69","url":null,"abstract":"","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"05 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129417072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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