Black Lives Matter at School: Using the 13 Guiding Principles as Critical Race Pedagogies for Black Citizenship Education

Mathews, Sarah A.; Jones, Denisha

doi:10.1016/j.jssr.2022.03.001

Cited by 7 publications

(4 citation statements)

References 46 publications

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“…Although the BLMAS curriculum does not belong to any one content area, it has a natural connection to social studies and citizenship education. Mathews and Jones (2022) Even though none of the teachers in their study taught social studies, their research demonstrates how social studies educators can use the BLMAS curriculum and pedagogy as a tool for teaching for Black lives. Social studies scholars have documented how the field historically added to the education debt (Ladson-Billings, 2003) and kept citizenship separate from Blackness (Busey & Dowie-Chin, 2021;Woodson, 2019).…”

Section: Implications For Teachersmentioning

confidence: 99%

Black Lives Matter at School and Social Studies Education

Jones

2023

ASSERT

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What does it mean to teach for Black lives when state governments are passing laws that prevent teachers from discussing race and gender? How can public education pay down the educational debt owed to BIPOC (Black, Indigenous, and People of Color) children and their families when elected officials are prioritizing protecting whiteness at their expense? What role can social studies educators play in reducing the debt and promoting educational justice for racialized students? Educators have a responsibility to use their privilege and power to challenge those who use education as a weapon against the marginalized and oppressed. The Black Lives Matter at School (BLMAS) movement is offered as a space for public education in general, and social studies educators in particular, to enact what it means to teach for Black lives.

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Section: Implications For Teachersmentioning

confidence: 99%

Black Lives Matter at School and Social Studies Education

Jones

2023

ASSERT

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“…Global civic engagement can be described as civic commitments to local, national, and global problems; raising political voice, and involving organizations to find a solution to local and global issues (Etherington, 2019;Mathews, 2016;Paige, Stallman, & Josic, 2008;Wolhuter & Jacobs, 2021). According to Morais and Ogden (2009, p. 4) Similarly, Lorenzini, (2013, p. 419^20) indicated that global civic engagement consisted of four components: global knowledge, global consciousness, transnational efficacy, and informed advocacy.…”

Section: Research-article2023mentioning

confidence: 99%

Predicting High School Students’ Global Civic Engagement: A Multiple Regression Analysis

Tarman

Kilinc²

2023

The Journal of Social Studies Research

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The world is getting increasingly interconnected. For this reason, schools should apply strategies to develop students’ civic skills and global civic engagement. The purpose of this paper is to examine the influence of multicultural exposure, multicultural interaction, social media usage, and study abroad experience on global civic engagement. The correlational survey model was applied for the study. The participants were selected through cluster random sampling during the 2018-2019 academic year. This study was implemented with 425 high school students who attend private schools. The authors used Global Citizenship Scale (Morais & Ogden, 2011) and Multicultural Experience Assessment (Aytug, Kern, & Dilchert, 2018). The findings showed that multicultural exposure, multicultural interaction, and social media usage were positively correlated to global civic engagement. In addition, multicultural exposure, multicultural interaction, social media usage, and study abroad experience significantly predicted global civic engagement.

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“…Participant ages ranged from 15-84 with mean at 41.2 years. Four participants were removed due to their very young age (11)(12)(13)(14) and one participant for highly anomalous answers. 2974 (59.1 %) participants had an academic degree: bachelor's (7.7 %), master's (26.0 %), licentiate (2.1 %) or a doctoral degree (3.9 %), 1542 (30.7 %) had either an upper secondary (15.4 %) school or vocational degree (15.3 %), and 222 (4.4 %) only had secondary school training or less (211 N/A, 4.2 %; 81 "other", 1.6 %).…”

Section: Participants and Proceduresmentioning

confidence: 99%

Testing the critical waters: replication, further refinement and validation of the Critical Social Justice Attitudes scale

Lahtinen

2023

Preprint

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Objectives: The present study set out to refine and further validate a scale for assessing critical social justice attitudes as well as replicate results from a previous study. This study assessed the reliability, factor structure, model fit, and both convergent and divergent validity of the scale. The study examined the prevalence of critical social justice attitudes in different subpopulations and probed the scale’s correlations with well-being and other variables. Methods: Participants were a nationwide sample (n = 5030) of people aged 15-84. 5 new candidate items for the scale were introduced and after analyses, 4 were included in the final version of the critical social justice attitudes scale (CSJAS; 11 items). Results: The final CSJAS scale had high reliability and good model fit as well as convergent and divergent validity. Overall, the study sample rejected critical social justice propositions, with strong rejection from men but cautious support from women (gender difference: d = 1.16). CSJAS was correlated with depression, anxiety, and (lack of) happiness, but not more so than being politically left was. Conclusions: The Critical Social Justice Attitude Scale was successfully constructed and validated. It had good reliability and model fit.

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Black Lives Matter at School: Using the 13 Guiding Principles as Critical Race Pedagogies for Black Citizenship Education

Cited by 7 publications

References 46 publications

Black Lives Matter at School and Social Studies Education

Black Lives Matter at School and Social Studies Education

Predicting High School Students’ Global Civic Engagement: A Multiple Regression Analysis

Testing the critical waters: replication, further refinement and validation of the Critical Social Justice Attitudes scale

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