“What Better Tool Do I Have?”: A Critical Race Approach to Teaching Civics

Duncan, Kristen E.

doi:10.1353/hsj.2020.0011

Cited by 15 publications

(6 citation statements)

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“…A curriculum for Black cultural citizenship should help students navigate systems of oppression (Duncan, 2020). Leah establishes that the children's work is ongoing by inviting the children to revisit the 13 GPs throughout the year.…”

Section: Students With Agency To Challenge Systems Of Oppressionmentioning

confidence: 99%

“…Black social studies teachers have created “imagined communities in their classrooms as a site of citizenship” (Vickery, 2017, p. 332). Others have utilized their understanding of citizenship as a shared fate to take on the responsibility of helping students traverse the daily systems of white supremacy (Duncan, 2020) and align with a long-standing tradition of fostering citizenship education as a form of engaged resistance. Jones, 2022 suggests that the BLMAS curriculum and pedagogy exemplify how Black people are self-made into cultural citizens.…”

Section: Research On Cultural Citizenship and Being Self-madementioning

confidence: 99%

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

Mathews

Jones

2023

The Journal of Social Studies Research

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Traditional notions of civic education often introduce privilege and reproduce Eurocentric notions of citizenship. Proponents of cultural citizenship champion Black cultural knowledge, and critical race pedagogies to help marginalized individuals, including students of color, actualize their agentic selves. This manuscript presents three vignettes to demonstrate how teachers implemented the Black Lives Matter at School’s 13 Guiding Principles to develop Black cultural citizenship with students. Three salient aspects emerged: (1) the need for students to be active contributors in the current movement for Black liberation; (2) a call to support students unlearning and relearning Black history; and (3) instruction that provides opportunities for students to recognize and challenge systems of oppression.

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Section: Students With Agency To Challenge Systems Of Oppressionmentioning

confidence: 99%

Section: Research On Cultural Citizenship and Being Self-madementioning

confidence: 99%

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

Mathews

Jones

2023

The Journal of Social Studies Research

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“…In response to the need for research on classroom discourse on race and racism, in general (Brown et al, 2017), and in social studies instruction, in particular (e.g., Oto & Chikkatur, 2019), such studies have grown in number over the past decade. These studies look at under-researched phenomena related to structural oppression while amplifying the voices, perspectives, and experiences of students of color (e.g., Duncan, 2020; Oto & Chikkatur, 2019; Pang et al, 2021; Parkhouse, 2015) or teachers of color (e.g., Duncan, 2020) in social studies instruction in the United States.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Through the voices of the students of color, Oto and Chikkatur document how these affinity spaces support them in deepening their learning about race, racism, and their lived realities – needs that were not met in their conventional social studies classrooms. In another example, Duncan (2020) studied a Black woman's use of counterstories in her high school American government class to teach the predominantly Black student population about institutionalized racism in the US legal system. She not only included counterstories in her instruction but also encouraged her students to share their own.…”

Section: Literature Reviewmentioning

confidence: 99%

Collaborative Elementary Civics Curriculum Development to Support Teacher Learning to Enact Culturally Sustaining Practices

Enright

Toledo

Drum³

et al. 2022

The Journal of Social Studies Research

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This article compares case studies to better understand how third grade teachers, serving low-income (including Title I) schools, adapted their instruction in the midst of a global pandemic to better support their students’ learning about locally-relevant civic issues. Civic perspective-taking components were embedded in the unit design with the aim of building deliberative, inclusive classrooms. The team designed lessons drawing from theories of culturally sustaining pedagogy. Using semi-structured interview data, we examined teachers’ reported thinking and perceptions about students’ needs and their own struggles to deliver purposeful, equitable instruction. Findings indicate that as teachers collaboratively designed the lessons they discussed how to balance relevance and sensitivity in relation to content that mirrored students lived realities. This study advances our understanding of what challenges teachers overcome to integrate culturally-sustaining practices in their social studies instruction.

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“…Researchers have also found that Black teachers discuss the realities of racism with their students, including the stereotypes that are projected onto the bodies of Black Americans (Howard, 2001;Johnson et al, 2013). Black teachers with racial justice aims also reconceptualize curricular concepts like civics and citizenship, moving beyond traditional understandings and definitions to make these concepts applicable to students' lives and communities (Duncan, 2020b, Vickery, 2017.…”

Section: Literature Reviewmentioning

confidence: 99%

“They act like they went to hell!”: Black teachers, racial justice, and teacher education

Duncan

2021

JME

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Purpose While Black teachers have engaged in racial justice-oriented teaching for centuries and the body of research on racial justice-oriented teachers is growing, very little is known about how teachers come to this work. The purpose of this paper is to focus on where and how Black teachers who teach with racial justice aims learned to engage in this work. Design/methodology/approach This is a narrative inquiry (Clandinin and Connelly, 2000) study that was designed and analyzed using a critical race theory lens. Findings Participants learned to engage in racial justice-oriented teaching from their lived experience, particularly from their K-12 teachers who showed why this kind of teaching was necessary. Additionally, participants were highly skeptical of whether or not teacher education programs could prepare White preservice teachers to engage in this kind of teaching. Originality/value There is very little research focusing on how Black teachers come to engage in racial justice-oriented teaching, and even less that provides insight into how Black teachers perceive teacher education programs at predominantly White institutions (PWIs). This study sheds light on when, where and how Black teachers learn to teach with racial justice aims, and it also illuminates the experiences of Black teachers in PWI teacher education programs.

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“What Better Tool Do I Have?”: A Critical Race Approach to Teaching Civics

Cited by 15 publications

References 0 publications

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

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

Collaborative Elementary Civics Curriculum Development to Support Teacher Learning to Enact Culturally Sustaining Practices

“They act like they went to hell!”: Black teachers, racial justice, and teacher education

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