Now more than ever, we need to teach the truth about history. This volume assembles a team of critical social studies Scholars of Color and co-conspirators who share both their nightmares and dreams for the future. The authors engage critical race theory (CRT) and its many branches and offshoots to better understand the permanence of racism in the teaching of social studies. The books first section, A Dream Deferred, outlines the endemic systemic issues and the ways in which the field and national organizations attempt to remain racially neutral in the face of the biases that permeate curriculum, disciplines, and the world. The second section, Racial Realities in Classroom Spaces, examines the various ways scholars and educators are applying CRT in PreK12 spaces. In the third section, Possibilities of Praxis, chapter authors critically reflect on their own experiences and stories using CRT to work with young people and future teachers. In the final section, Dreaming of Social Studies Futures, contributors outline their dreams for the future of social studies, envisioning an unapologetically Indigenous field that centers Black futures and liberation and is free from the violence that has plagued the field and communities for centuries.
Book Features:
- Offers race-focused analyses from a wide range of perspectives and contexts of study related to social studies education.
- Highlights innovations, branches, and future directions of critical race theories and methods.
- Explores how race and racism have been situated within the field of social studies since the publication of Gloria Ladson-Billingss 2003 edited volume, Critical Race Theory Perspectives on the Social Studies.
Contents
Foreword Tyrone C. Howard ix
Introduction Amanda E. Vickery and Noreen Naseem Rodrķguez 1
PART I: A Dream Deferred
1. Beyond the Guise of Racial Neutrality: A CRT Analysis of Critical Moments
and the Social Studies Profession 23
Christopher L. Busey2. What's Left Unsaid: A Critical Race Theory Analysis
of NCSS Position Statements 35
Kristen E. Duncan and Natasha Murray-Everett3. Steady at the Bottom of the
Well: Anti-Blackness and Social Studies Historiographies 47
ArCasia D. James-GallawayPart II: Racial Realities in Classroom Spaces
4. Unsettling Scenes and the Geographies of Racialized, Dis/abled Childhoods
59
Tran N. Templeton and Maggie Harvey5. Counterstorytelling and Racial Inquiry
in Early Childhood Social Studies 69
Anna Falkner6. The Global Color-Line: Critical Race Theory and Global
Citizenship Education in Conversation and in Classrooms 79
Hanadi Shatara and Esther June Kim7. Being in Difference, Together: Making
the Classroom an Academic Home Through Critical Race Theory 89
Tadashi DozonoPart III: Possibilities of Praxis
8. Another Social Studies Is Possible: Challenging the Violence of Organized
Forgetting Through Counternarratives 101
Ramon Vasquez9. Deconstructing Social Studies Classrooms: Youth
Participatory Action Research as a Process of Radical Space-Making,
Empowerment, and Imagination 111
Eva Garcķa, Amina Smaller, and Ryan Oto10. Enacting Cultural Citizenship
Education for Black Liberation: A Dream for Social Studies Education 120
Denisha Jones11. Nurturing Seeds and Dreams of Freedom: Ethnic Studies as
the Practice of Humanization, Solidarity, and Love 130
Christina Shiao-Mei Villarreal12. Sońando en/del Sur Latinx: Letting the
Youth Disrupt Narratives of Division 140
Jesśs A. Tirado and Timothy MonrealPart IV: Dreaming of Social Studies
Futures
13. Indigenous Futurities and the Responsibilities of Social Studies 153
Turtle Island Social Studies Collective14. Teaching the Fullness of Black
Women's Lives in Social Studies Education 164
Tiffany Mitchell Patterson15. Who's Afraid of Queer/Quare Social Studies?
174
Jon M. Wargo16. From a Curriculum of Violence to a Curriculum of Humanity:
An AsianCrit Critique and Dream of Social Studies 182
Sohyun An17. On the Other Side of a Dream: Community, Love, Joy, and
FreedomEconomics as It Could Be 192
Neil Shanks and Delandrea HallConclusion Amanda E. Vickery and Noreen Naseem
Rodrķguez 202
Afterword Cinthia Salinas 210
Notes 212
About the Contributors 214
Index 219
Amanda E. Vickery is an associate professor of social studies education and anti-racist education at the University of North Texas.
Noreen Naseem Rodrķguez is an assistant professor of teacher learning, research, and practice in the School of Education at the University of Colorado Boulder.
