Memorializing whiteness in state standards and local history: A critical sociohistorical consciousness analysis of The Coup of 1898 and Southern racial violence

Ward, Cara; Buchanan, Lisa Brown

doi:10.1080/23793406.2021.1961099

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…That vision becoming a reality has been a slow process; the first time the event appeared in the standards, a false representation existed as it was included as an example of “conflict and compromise.” Recently revised standards are more accurately written, but many teachers across the state still do not have the knowledge or resources to properly teach the event. It should also be noted that the terminology used to describe the event has evolved in recent years; once called a race riot, it is now more commonly referred to as a coup or massacre (Ward and Buchanan, 2021a, b).…”

Section: The 1898 Wilmington Race Massacrementioning

confidence: 99%

“…The IDM template offers a compelling question, supporting questions, sources and tasks for students to complete while examining the sources. Some of our previous work has centered on the idea of using the history lab model to examine the lasting impact of the 1898 massacre (Ward and Buchanan, 2021a, b), thus using an inquiry-based approach to examine the event in its entirety. For the inquiry-based experience presented below, students closely examine one individual, Alex Manly, whose life demonstrates identity, intellect and criticality (Muhammad, 2020) as well as Black agency and resistance (King, 2020).…”

Section: A 3–8 Inquiry Of the 1898 Wilmington Race Massacre And Alex ...mentioning

confidence: 99%

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An interdisciplinary study of racial violence through place in grades 3–12

Buchanan

Ward

Roseboro

et al. 2023

SSRP

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PurposeThis article outlines theoretical and pedagogical approaches to investigating racial violence with learners in grades 3–12 and K-12 teacher candidates. Throughout, the authors use the 1898 Wilmington Race Massacre as a central example of racial violence. Using a blended framework of Muhammad’s historically responsive literacy, King’s Black historical consciousness and place-based learning, the authors describe two different inquiries that build content knowledge around the Wilmington Race Massacre and context knowledge around place as it relates to Black agency, resistance and perseverance.Design/methodology/approachThe first inquiry, aimed at 3–12 learners, explores the Black historical consciousness themes of Black agency and resistance. It uses the inquiry design model (IDM) template but expands the template to include a historically responsive literacy lens. The second inquiry describes how to incorporate historical sites into the study of racial violence. This inquiry explains how local cemeteries can be used as interdisciplinary classrooms and also artifacts.FindingsThroughout, the authors also reflect on how this work has changed and improved over time as well as thoughts moving forward with examining the 1898 Wilmington Race Massacre through an interdisciplinary lens.Originality/valueThis article is the first to explore the 1898 Massacre in Wilmington, North Carolina from an interdisciplinary practice and cross-grades lens. It offers multiple step by step approaches for classroom teachers and teacher educators to enact interdisciplinary work with both 1898 and other acts of racial violence in their own places and across the United States.

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Section: The 1898 Wilmington Race Massacrementioning

confidence: 99%

Section: A 3–8 Inquiry Of the 1898 Wilmington Race Massacre And Alex ...mentioning

confidence: 99%

An interdisciplinary study of racial violence through place in grades 3–12

Buchanan

Ward

Roseboro

et al. 2023

SSRP

View full text Add to dashboard Cite

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Silent Covenants and Structural Barriers: State Standards Committees and the Maintenance of Race-Evasive Social Studies Standards

Martell,

Harris,

Lee

et al. 2024

AERA Open

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In this qualitative study, researchers used critical race theory to examine the experiences of social studies standards committee members in 18 states and the District of Columbia. They found that while many participants articulated goals of increasing the teaching of race and racism in their state’s social studies standards, at least in part, numerous silent covenants and structural barriers existed to maintain the status quo through race-evasive standards. A smaller group of participants generally avoided advocating for race and racism topics altogether due to their perceived controversial or political status, while others did not mention race or racism as a priority. Recommendations are made for both the policy and practice related to state standards creation, and questions are raised about the ability of social studies standards to foster a racially just social studies curriculum.

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Memorializing whiteness in state standards and local history: A critical sociohistorical consciousness analysis of The Coup of 1898 and Southern racial violence

Cited by 2 publications

References 8 publications

An interdisciplinary study of racial violence through place in grades 3–12

An interdisciplinary study of racial violence through place in grades 3–12

Silent Covenants and Structural Barriers: State Standards Committees and the Maintenance of Race-Evasive Social Studies Standards

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