The Dominant Narrative of Slavery in South Carolina's History Standards

Eargle, Jeffrey C.

doi:10.1016/j.jssr.2015.08.001

Cited by 14 publications

(12 citation statements)

References 75 publications

(160 reference statements)

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“…For example, the structure of many multicultural education courses in teacher education programs addresses race in relation to whiteness and discusses pedagogical considerations in a way that is geared towards the development of white teachers (Agee, 2004;Gorski, 2009). This reality is especially problematic for teachers of subjects like social studies, where issues of race/ism and whiteness permeate the curriculum (Marri, 2003;Rains, 2003), curricular standards (Branch, 2003;Eargle, 2016;Marshall, 2003), and textbooks (Craig & Davis, 2015;Gay, 2003;Shear, 2015).…”

Section: Understanding the Identity Development Of Minoritized Educatorsmentioning

confidence: 99%

“Why Are We Only Learning About White People?” The Role of Identity in the Curricular and Pedagogical Considerations of One Latino Educator

Allen

2023

To Be a Minority Teacher in a Foreign Culture

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This chapter focuses on the perspectives of Ricardo, a Latino educator, and his experience with navigating identity as he made curricular and pedagogical considerations in his practice. The chapter begins by reviewing the literature on the experiences of minoritized educators in education, asking: How do minoritized educators navigate the complexity of their identity as a minoritized individual and educator working within predominantly white concepts of knowledge and behavior construction? This chapter analyzes a collection of focus groups, individual interviews, and curriculum artifacts as a means of approaching and analyzing Ricardo’s experiences. This analysis illuminates, (1) how language and hybrid classroom discourse was used to connect with students, and (2) the deep responsibility Ricardo felt to create bridges to the curriculum for his students. The findings of this chapter underscore the need for teacher education programs to better support minoritized educators in navigating the complex positions they assume, as educators and as minoritized individuals, and the ways that these two identities intersect in their practice.

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Section: Understanding the Identity Development Of Minoritized Educatorsmentioning

confidence: 99%

“Why Are We Only Learning About White People?” The Role of Identity in the Curricular and Pedagogical Considerations of One Latino Educator

Allen

2023

To Be a Minority Teacher in a Foreign Culture

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“…Brown et al, 2017;K. Brown & Brown, 2010;Busey, 2019;Eargle, 2016;Griffin & James, 2018;L. King et al, 2012;Pellegrino et al, 2013;Woodson, 2015Woodson, , 2016Woodson, , 2017bWoodson, , 2019.…”

Section: Counternarrative As Counterstorytellingmentioning

confidence: 99%

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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“…Studies have shown young learners are capable of engaging in critical thinking and purposeful decision-making if they are supported by effective social studies curricula and instruction (Baildon and Baildon, 2012;Cole and McGuire, 2012). Yet, elementary social studies standards contain inconsistent and incomplete narratives (Bellows and Bodle, 2017;Eargle, 2016), thus, heightening interest in critical thinking in K-5 states' standards.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

“…State social studies standards are official guides for potential content selection and organization for all school-aged students. Many teachers draw upon the state standards to design lessons, present activities and assess students' learning (Bellow and Bodle, 2017;Eargle, 2016). Available evidence on critical thinking, as it relates to social studies content standards for students, provides unique insights.…”

mentioning

confidence: 99%

K-5 social studies content standards: investigating critical thinking for informed action

Odebiyi

2021

SSRP

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PurposeThe purpose of this study is to explore the dynamics of critical thinking for informed action within the frame of six sample US states’ Kindergarten-5 social studies content standards.Design/methodology/approachThis study used quantitative content analysis. In addition to describing how the states’ standards present critical thinking for informed action, four variables were included: the enrollment weight of the states, textbook adoption status to advance standards, summative test status for social studies and grade levels.FindingsThe results indicate complex variations in context-based critical thinking levels are required by the sample states’ content standards with an extensive orientation toward superficial contextual thinking.Originality/valueThe study provides a new lens with which to make sense of students’ context-based critical thinking, as it relates to the expectations found in standards. It discusses the implications of the states’ K-5 standards on engaging students in critical thinking.

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The Dominant Narrative of Slavery in South Carolina's History Standards

Cited by 14 publications

References 75 publications

“Why Are We Only Learning About White People?” The Role of Identity in the Curricular and Pedagogical Considerations of One Latino Educator

“Why Are We Only Learning About White People?” The Role of Identity in the Curricular and Pedagogical Considerations of One Latino Educator

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

K-5 social studies content standards: investigating critical thinking for informed action

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