Knowing Obama: How High School Students of Color Learn About the 44th President

Smith, William L.

doi:10.1353/hsj.2016.0019

Cited by 5 publications

(4 citation statements)

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“…These studies included participants from various ethno-racial backgrounds (Demoiny, 2018; Howard, 2004; L. King, 2019; Martell, 2013, 2016a, 2016b; Martell & Stevens, 2017a, 2017b; Noboa, 2013; Smith, 2016), but several studies, namely those relevant to social studies teacher education, only included White voices as the central story on race, racism, and racialized citizenship (An, 2017b, 2018; Bery, 2014; Buchanan, 2016; Chandler, 2009; Demoiny, 2017; Masta, 2016; Vasquez, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…One of the articles is a literature review (Pinkney, 2016), and the remaining seven articles are empirical research in which youth of color discuss their perspectives and experiences. Of these seven articles, two focus on students’ experiences with teachers in social studies classrooms (Doharty, 2018; Howard, 2004); and the remaining articles center students’ perspectives about textbooks (Woodson, 2015), representations of contemporary political figures (Smith, 2016), and historical narratives (Woodson, 2016, 2017b, 2019). This returns us to a previously stated argument.…”

Section: Resultsmentioning

confidence: 99%

“…Of these 19 articles that included the researcher’s positionality, 16 included mention of the scholar’s race, with 12 of these authored by researchers who identified as racialized people (An, 2016; Bery, 2014; Ender, 2019; Griffin & James, 2018; Hornbeck, 2018; Rodriguez, 2018; Rodriguez & Salinas, 2019; Salinas et al, 2016; Vasquez, 2018; Woodson, 2019, 2017b, 2016). Some researchers presented their social identities including their race and gender (An, 2016; Bery, 2014; Buchanan, 2016; Ender, 2019; Griffin & James, 2018; Martell & Stevens, 2017a, 2017b; Rodriguez, 2018; Rodriguez & Salinas, 2019; Salinas et al, 2016; Smith, 2016; Vasquez, 2018; Woodson, 2016, 2017b, 2019), whereas others only presented their relationship to the participants or their professional teaching experience in “urban schools.”…”

Section: Resultsmentioning

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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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

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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“…First, while the editors and authors of Race Lessons have helped further our understanding around how CRT and RPCK can be explored in social studies contexts, it is important to note that CRT is not the only racial theory/pedagogy that can aid in our understanding of race, racism, and White supremacy. For example, social studies scholars are exploring the usefulness in Racial Literacy (Brown, 2011;Epstein & Gist 2015;King 2016;Smith 2016), racial formation (Smith & Brown 2014), as well as critical Whiteness studies (Crowley & Smith 2015;Hawkman 2017). Because CRT has so many components that have deep an impactful meanings, what is needed is a differentiation and expansion of the analyses of CRT before it becomes the default theory on race in education.…”

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confidence: 99%

Book review: Thinking Critically about Race: A review of Race Lessons: Using Inquiry to Teach About Race in Social Studies

Simmons

2018

The Journal of Social Studies Research

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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...

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Learning How to Use Chinese as a Local Language

Singh

Nguyễn

2018

Localising Chinese

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Knowing Obama: How High School Students of Color Learn About the 44th President

Cited by 5 publications

References 55 publications

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

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

Book review: Thinking Critically about Race: A review of Race Lessons: Using Inquiry to Teach About Race in Social Studies

Learning How to Use Chinese as a Local Language

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