As a high school social studies teacher, I have had many experiences with race in my classroom over the last 13 years. Some experiences I have been prepared for and others I have not. While it's important to note that for some experiences with race in my classroom, there is no way to be prepared for what can (and will) happen. When it comes to discussions of race in the classroom, as a teacher, one must 1) be prepared for it to happen (because it will no matter what you think) and 2) be willing to engage students in these discussions. For discussions of race in the classroom to be fruitful to both the student and the teacher, one important facet must occurthe teacher needs to do their homework. If you're interested in engaging in discussions about race and racism either in or outside the classroom, you will always be seeking new investigations that address both the theoretical and practical applications of race work in social studies education. The new text by Prentice T. Chandler and Todd S. Hawley, Race Lessons: Using Inquiry to Teach About Race in Social Studies (2017), is surely one to examine closely.It has been over 20 years since the seminal article on Critical Race Theory (CRT) in education was published by Gloria Ladson-Billings and Tate (1995) which brought CRT into the educational foray as a theoretical framework and called for race scholars to move the discussion and the theory forward. Ever since, educational researchers have attempted to dissect race and racism in the United States using components of CRT with the goals of understanding and challenging racism, with the possibility of even defeating it in the educational world. Taking it even further, Ladson-Billings (2003) called for an end to racial silence in social studies education. She firmly placed the task of addressing race and racism through a CRT lens at the feet of social studies education because it is the logical starting point and focal area that deals with issues of citizenship and civic virtue. Since Ladson-Billings' two important pieces, many other scholars have echoed her call that has challenged social studies education to do a better job at addressing race and racism both within the field itself and within classrooms across the country. The work within Chandler and Hawley's edited volume certainly highlights the work of Ladson-Billings and others to use CRT in social studies education while also giving the teacher practitioner a helpful, beginning step in putting theory into practice.The book begins with an introductory essay by Chandler and Hawley, "Using Racial Pedagogical Content Knowledge and Inquiry Pedagogy to Re-imagine Social Studies Teaching and Learning," which seeks to address issues that social studies teachers have in teaching about race in the classroom. While this is not a new piece but an expansion on and evolution of some of his earlier work (Chandler, 2010;Chandler, 2015;King & Chandler, 2016), the use of Racial Pedagogical Content Knowledge (RPCK) to challenge social studies educators and practitioners alike to...

In a society steeped in media, teacher educators receive an education inside and outside the classroom. Thus, we aim to engage in critical race media literacy through an analysis of Hello Privilege. It’s Me, Chelsea. We do so through a frame of white fragility (DiAngelo, 2011) and white emotionalities (Matias, 2016). In this article, we argue that it is vital to disrupt and challenge notions of white supremacy and whiteness by highlighting examples of white fragility and white emotionalities in the media to make visible what often operates as invisible in society.