Open Access. Powered by Scholars. Published by Universities.®
Curriculum and Social Inquiry Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Secondary Education (2)
- Social and Behavioral Sciences (2)
- Anthropology (1)
- Civic and Community Engagement (1)
- Communication (1)
-
- Critical and Cultural Studies (1)
- Curriculum and Instruction (1)
- Disability and Equity in Education (1)
- Education Law (1)
- Educational Administration and Supervision (1)
- Elementary and Middle and Secondary Education Administration (1)
- Gender, Race, Sexuality, and Ethnicity in Communication (1)
- Interpersonal and Small Group Communication (1)
- Junior High, Intermediate, Middle School Education and Teaching (1)
- Law (1)
- Law and Race (1)
- Law and Society (1)
- Legal Education (1)
- Legal Profession (1)
- Other Anthropology (1)
- Other Communication (1)
- Other Education (1)
- Other Educational Administration and Supervision (1)
- Politics and Social Change (1)
- Race and Ethnicity (1)
- Science and Technology Law (1)
- Science and Technology Studies (1)
- Secondary Education and Teaching (1)
- Institution
- Publication
- Publication Type
Articles 1 - 5 of 5
Full-Text Articles in Curriculum and Social Inquiry
Strategies Exemplary Social Studies Teachers’ Implement When Facilitating Discussions About Race, Candice Nicole Jasmer
Strategies Exemplary Social Studies Teachers’ Implement When Facilitating Discussions About Race, Candice Nicole Jasmer
Electronic Theses and Dissertations
Teachers experience difficulty in introducing some sensitive and controversial issues in the classroom environment. The purpose of this qualitative instrumental case study was to identify strategies that exemplary secondary social studies teachers implement when facilitating classroom discussions about sensitive and controversial issues, specifically, racial issues framed within Singleton and Linton’s 4 agreements of courageous conversations: stay engaged, speak your truth, experience discomfort, and accept and expect nonclosure. This study utilized qualitative data collection. Semi-structured, online one-to-one internet-based interviews were used to document the lived experiences of exemplary secondary social studies teachers and the strategies they use when facilitating discussions about …
Allusive, Elusive, Or Illusive? An Examination Of Apologies For The Atlantic Slave Trade And Their Pedagogical Utility, Esther J. Kim, Anthony Brown, Heath Robinson, Justin Krueger
Allusive, Elusive, Or Illusive? An Examination Of Apologies For The Atlantic Slave Trade And Their Pedagogical Utility, Esther J. Kim, Anthony Brown, Heath Robinson, Justin Krueger
Journal of Educational Controversy
This critical essay explores the topic of slavery within the context of public apologies.
Drawing from both the historical lens of cultural memory (Le Goff, 1977/1992) and the critical race theory construct of interest convergence (Bell, 1987), the authors offer critical examination of the following questions: (1) Where do collective apologies fit in the narrative of slavery in the US? (2) What affordances might they offer to the social studies at the intersection of curriculum, instruction and the historical memory of enslavement? (3) What do apologies for slavery in the present potentially reveal about contemporary social and political relations as …
Anti-Affirmative Action And Historical Whitewashing: To Never Apologize While Committing New Racial Sins, Hoang V. Tran
Anti-Affirmative Action And Historical Whitewashing: To Never Apologize While Committing New Racial Sins, Hoang V. Tran
Journal of Educational Controversy
Apologies, official or otherwise, for historical wrongs are important steps in the road towards reconciliation. More difficult are historical wrongs that have yet to be fully acknowledged. The reemergence of affirmative action in the public consciousness via the Supreme Court represents a striking example of the ways in which our collective consciousness has yet to fully account for our past educational sins: segregation and income inequality. This essay explores the multiple consequences to our historical memory when the anti-affirmative action narrative continues to dominate the public discourse on racism in education. I offer a renewed focus on ‘fenced out’ as …
The Future Of Law Schools: Covid-19, Technology, And Social Justice, Christian Sundquist
The Future Of Law Schools: Covid-19, Technology, And Social Justice, Christian Sundquist
Articles
The COVID-19 pandemic has laid bare not only the social and racial inequities in society, but also the pedagogical and access to justice inequities embedded in the traditional legal curriculum. The need to re-envision the future of legal education existed well before the current pandemic, spurred by the shifting nature of legal practice as well as demographic and technological change. This article examines the impact of the COVID-19 pandemic on legal education, and posits that the combined forces of the pandemic, social justice awareness and technological disruption will forever transform the future of both legal education and practice.
The Rose Who Grew From Concrete: A Black Female Administrator's Perspective Of The Public School Experience For Black Girls Who Attend A Predominantly White Middle School In Southeast Georgia, Latashia S. Thomas
Electronic Theses and Dissertations
This study explores the educational experiences of Black girls who attended a predominantly White school in Southeast Georgia from the perspective of a Black female administrator. Using Critical Race Theory (e.g. Bell, 1987, 1992, 1995; Delgado & Stefancic, 2001; Solorzano & Yosso, 2001) and Black Feminist Thought (e.g. Hill Collins, 2000; hooks, 1984/2000) as theoretical frameworks and memoir (Angelou, 1969/2009; Hurston, 1996) and fiction (Bell, 1992; Morrison, 1970/1993) as methodology, I explore ways in which Black girls are oppressed when they attend majority White public schools.
Six meanings emerged from this inquiry: (1) Writing my memoir has allowed me to …