"Share Your Talents ...": The Linguistic Practices One Teacher of Color Uses to Support Historical Inquiry

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Encountering Historical Inquiry Through Race and Culture (Table 14)

Abstract

While education scholars have written about the significance of critical historical inquiry and teaching Black, Indigenous, Latinx, Asian, and queer histories in K-12 classrooms, there is opportunity to uplift the work of current social studies Teachers of Color. The practices of Teachers of Color and their classrooms are essential sites for understanding unique methods of historical inquiry teaching. I use a theory of Systemic Functional Linguistics to analyze the interpersonal meaning in one Black woman’s 6th grade social studies classroom on post-Apartheid South Africa. These analyses of classroom interactions provide a valuable approach for pinpointing particular language features that one Black teacher is using to support students in learning and writing about history.

Author

• Sarah Day Dayon, University of Michigan
  Presenting Author