No More Playing in the Dark: Twenty-First Century Citizenship, Critical Race Theory, and the Future of the Social Studies Methods Course

Marshall, Patricia; Manfra, Meghan McGlinn; Simmons, Crystal

doi:10.1007/978-3-319-22939-3_4

Cited by 8 publications

(9 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In social studies teacher education, the teacher educator is investigating, interrogating, and building RPCK in the social studies methods classroom while modeling the knowledge, skills, and dispositions of social studies education through the lens of CRT (Marshall et al, 2016). RPCK in social studies education can be seen with culturally relevant teaching (Martell, 2015), teaching the voting rights act (Crowley, 2015), promoting authentic intellectual work , and connecting "current and contemporary events with historical antecedents to confront and critically interrogate issues related to race and racism" (Marshall et al, 2016, p. 73).…”

Section: What Is Rpck?mentioning

confidence: 99%

Section: What Is Rpck?mentioning

confidence: 99%

“…RPCK in social studies education can be seen with culturally relevant teaching (Martell, 2015), teaching the voting rights act (Crowley, 2015), promoting authentic intellectual work (Chandler et al. , 2015), and connecting “current and contemporary events with historical antecedents to confront and critically interrogate issues related to race and racism” (Marshall et al. , 2016, p. 73).…”

Section: What Is Rpck?mentioning

confidence: 99%

See 2 more Smart Citations

Critical friendship as vital to the development of RPCK

Barrow

Norman

2022

SSRP

View full text Add to dashboard Cite

PurposeThe purpose of this manuscript is to reveal how a White social studies teacher educator attempted to go from being a non-racist educator to an anti-racist educator (King and Chandler, 2016) and build her racial pedagogical content knowledge (RPCK).Design/methodology/approachThis manuscript is on part of a collaborative self-study. The authors used critical friendship (Schuck and Russell, 2005) and RPCK as the conceptual framework. The authors used self-study research methodology to analyze and interrogate analytical reflections, course syllabi, and course assignments. All data were analyzed through intentional and analytical dialogue over the course of weekly debriefs and three formal debriefing sessions.FindingsFindings from this study indicate that while stressful and challenging at times, the critical friendship with Taylor was vital in developing her RPCK. The friendship liberated and brought voice to her traditional, racialized self through intentional and analytic dialogue. This dialogue benefited the curricular review she was conducting on her content methods course to develop and integrate RPCK to her pedagogical mind.Research limitations/implicationsThe authors show that critical friendships can transform definitions of self and pedagogical practice. If social studies teacher educators are going to do the work of anti-racism, then it is our suggestion that they form a critical friendship to support their self-growth and pedagogical intentions before suggesting pedagogical innovations.Practical implicationsThis paper includes visual representation of RPCK that will allow other social studies teacher educators to teach the concept to their students. It also provides a framework to support others who want to work on their RPCK and racialized self.Originality/valueThis manuscript fulfills a need in the field by highlighting how a teacher educator can leverage a critical friendship to describe and reveal the enactment and analysis of balancing the self and practice regarding RPCK development. Visual representations of the conceptualization of RPCK are included.

show abstract

Section: What Is Rpck?mentioning

confidence: 99%

Section: What Is Rpck?mentioning

confidence: 99%

Section: What Is Rpck?mentioning

confidence: 99%

See 1 more Smart Citation

Critical friendship as vital to the development of RPCK

Barrow

Norman

2022

SSRP

View full text Add to dashboard Cite

show abstract

“…Pennell (2019) argued that the scaffolding of appropriate practices and activities paired with critical analysis helps classroom teachers see themselves using these approaches. If not, teachers and PSTs often offset discussions of race to reading and language disciplines, instead of a discussion that should be happening across disciplines including social studies (Agodzo, 2016;Marshall et al, 2016). Scholars have also observed moments when educators chose to ignore race in their observations of media and stereotyped depictions of marginalized populations (Agosto et al, 2014), moments of avoiding discussions focused on race or racism due to a lack of knowledge or experience with the topic (Mills & Unsworth, 2018) in favor of more palpable approaches to instruction (Pimentel & Busey, 2018).…”

Section: A Focus On Racementioning

confidence: 99%

Pre-Service Teachers Confronting and Examining Media Bias

Murray-Everett

Harrison

2021

IJME

View full text Add to dashboard Cite

This paper examines how teacher candidates come to understand the role that media plays in perpetuating and reinforcing stereotypical views of marginalized groups through engagement in weekly news groups. This study sought to look at how critical media skills influenced how students interacted with media content. Findings suggest that by critically engaging in controversial current event topics that participants began to recognize the value and importance in finding multiple and reliable sources. They also began to question and interrogate the problematic ways that race and racism is portrayed in and through the media.

show abstract

“…According to Hess and Zola (2012), most transformative civic learning programs are teacher-driven and teacher-dependent, but few teachers have the opportunity to experience or be mentored in civic engagement pedagogies themselves. Marshall, Manfra, and Simmons (2016) caution, "One of the biggest threats to integration of citizenship education for social justice is a lack of teacher expertise (p.64)." Tyson (2003) advocated for rethinking civic education within a CRT framework; development of citizens would be incomplete without knowledge and skills about the role of race and racism in US history.…”

Section: Introductionmentioning

confidence: 99%

Empowering Teacher Candidates to Create Social Justice Curriculum Through Civic Engagement Projects

2021

JHETP

View full text Add to dashboard Cite

The purpose of this research is to examine how participating in a Civic Engagement Project (CEP) led teacher candidates (TCs) to develop and publish race and social justice curriculum. This article describes the CEP, a graduate level social studies methods course assignment for TCs who research community issues, select a class project, collaborate, create and publish resources for educators. This mixed-methods study examines the challenges, benefits and process of the CEP. TCs' reflections, digital curriculum and resources they created, surveys and interviews with TCs after graduation were analyzed through six criteria of anti-racist curriculum, based on Racial Pedagogical Content Knowledge and Critical Race Theory. The intent of this longitudinal research is to analyze the long-term development of social studies teachers across their experiences with civic engagement as pre-service and subsequently in-service teachers.

show abstract

No More Playing in the Dark: Twenty-First Century Citizenship, Critical Race Theory, and the Future of the Social Studies Methods Course

Cited by 8 publications

References 18 publications

Critical friendship as vital to the development of RPCK

Critical friendship as vital to the development of RPCK

Pre-Service Teachers Confronting and Examining Media Bias

Empowering Teacher Candidates to Create Social Justice Curriculum Through Civic Engagement Projects

Contact Info

Product

Resources

About