Learning to Teach About Race in Elementary Social Studies

• In Event: 75.055 - Issues of Race and the Social Studies

Abstract

In this interpretative case study, the researcher examined the beliefs and practices of six preservice elementary teachers related to teaching race in social studies. Using critical race theory as the lens, this study found that, although the teachers believed it was important to teach about race and racial inequity, some teachers had reservations about approaching inequity with younger students and addressing it in the present-day. In practice, the teachers used three approaches to race-related topics in their classroom: avoiding, diminishing, and embracing. Furthermore, the teachers expressed ways that their methods course could have better prepared them to teach about race. This study highlights the need for increased attention to teaching about race in teacher preparation programs.

Author

• Christopher C. Martell, Boston University