Book review: Teaching politics in secondary education

Ender, Tommy

doi:10.1016/j.jssr.2018.05.001

Cited by 2 publications

(4 citation statements)

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“…For example, eight studies employed CRT as a framework to contextualize how mainly White preservice teachers thought about race and then acted on these thoughts either through class discussion, curricular design, or field-based teaching experiences (An, 2017a, 2017b, 2018; Buchanan, 2016; Demoiny, 2017, 2018; Martell, 2017; Vasquez, 2018). Another nine studies illustrated how in-service teachers’ thinking about the relationship between race and citizenship impacted their pedagogical and curricular decision making (Chandler, 2009; Ender, 2018; Martell, 2013; Martell & Stevens, 2017a, 2017b, 2018; Noboa, 2013; Rodríguez, 2018, 2019). Hence, the so what of racism’s permanence is only situated within the ideological realm, which suggests that if the discipline could only change teachers’ minds about how they teach about racialized citizenship, then racism in its most benign form would be eradicated.…”

Section: Resultsmentioning

confidence: 99%

“…The most popular focus amongst the articles analyzed was the teaching of race, as 23 of the articles analyzed maintained this focus. Of these articles, over half (12) examined how teachers engaged their students in topics of race and racism (Chandler, 2009; Ender, 2018; Griffin & James, 2018; Martell, 2013, 2016; Martell & Stevens, 2017a, 2017b, 2018; Masta, 2016; Noboa, 2013; Rodríguez, 2018, 2019); 5 articles offered conceptual/theoretical analyses for social studies teachers, teacher educators, and researchers (Chandler, 2010; Chandler & McKnight, 2009; Daniels, 2011; L. King, 2017; Lintner, 2004); 2 articles provided lesson plans for practitioners (Bolgatz & Crowley, 2015; Hawkman & Castro, 2017); 2 examined teacher educators who focus on race (Demoiny, 2018; Vasquez, 2018); 1 examined the experiences of teachers (Choi, 2016); and 1 article analyzed a schoolwide Black history program (Bery, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…Given that a majority of the studies related to racial ideology centered the perspectives of White teachers-which we more fully explicate later in this articlewe know very little beyond a few studies as to how the experiences of teachers of color impact their thinking about issues underscoring racialized citizenship (Ender, 2018;Rodríguez, 2018Rodríguez, , 2019Rodríguez & Salinas, 2019). Resultantly, there were very few studies that dealt with the centrality of racism within its material domains, that is, as creating an abject social and political condition of oppression for people of color.…”

Section: Racist Projects Racism and Racial Violencementioning

confidence: 99%

“…King, 2017;Lintner, 2004); 2 articles provided lesson plans for practitioners (Bolgatz & Crowley, 2015;Hawkman & Castro, 2017); 2 examined teacher educators who focus on race (Demoiny, 2018;Vasquez, 2018); 1 examined the experiences of teachers (Choi, 2016); and 1 article analyzed a schoolwide Black history program (Bery, 2014). We should add that only five of these articles focused exclusively on the perspectives and experiences of teachers and teacher educators of color (Choi, 2016;Ender, 2018;Griffin & James, 2018;Rodríguez, 2018Rodríguez, , 2019Vasquez, 2018).…”

Section: The Functions and Foci Of Crt In Social Studies Education Re...mentioning

confidence: 99%

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Critical What What? A Theoretical Systematic Review of 15 Years of Critical Race Theory Research in Social Studies Education, 2004–2019

Busey

Duncan

Dowie‐Chin³

2022

Review of Educational Research

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Since its introduction as an analytic and theoretical tool for the examination of racism in education, CRT scholarship has proliferated as the most visible critical theory of race in educational research. Whereas CRT’s popularity can be viewed as a welcome sign, scholars continually caution against its misappropriation and overuse, which dilute its criticality. We draw from the cautionary ethos of this canon of literature as the impetus for examining CRT’s terrain in social studies education research. Starting from Ladson-Billings’s watershed edited CRT text on race and social studies in 2003, this study provides a comprehensive theoretical review of scholarly literature in the social studies education field pertinent to the nexus of CRT, racialized citizenship, and race(ism). To guide our review, we asked how social studies education scholars have defined and used CRT as an analytic and theoretical framework in social studies education research from 2004 to 2019, as well as how scholars have positioned CRT within social studies education research to foreground the relationship between citizenship and race. Overall, findings from our theoretical review illustrated that contrary to the proliferation of CRT in educational research, CRT was slow to catch on as a theoretical and analytic framework in social studies education, as only seven of the articles in our analysis were published between 2004 and 2010. However, CRT emerged as a viable framework for the examination of race, racism, and racialized citizenship between 2011 and 2019, with a majority of these studies emphasizing (a) the centrality of race as a core tenet of CRT, (b) idealist interrogations of race, (c) the perspectives of teachers of color and White teachers in learning how to teach about race, and (d) the role of race and racism in curricular analyses that serve as counternarrative to the master script of the nation’s linear social progress in social studies education.

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