How Students of Color Trouble Disciplinary Knowledge: Reimagining Civics and Economics Classrooms Through Racial Marginalization

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Making Sense of Schooling: Interrogating Inquiry at the Nexus of Disciplinary Knowledge (Table 4)

Abstract

This paper traces the process of putting research into classroom practice, by creating new twelfth grade civics and economics courses grounded in the experiences and reasoning of students of color. This paper begins from the author’s (2024) previous ethnographic study on Black and Latinx students labeled as troublemakers, establishing troublemaking as an intellectual asset and distinct form of reasoning rather than a deficit model that views troublemaking as a behavioral problem in students of color. The paper traces how the thinking of twelve tenth-grade Black and Latinx students from a small urban low-income public high school informed the creation of new civics and economics courses in prison abolition, cooperative economic practices, conspiracy theories, and gentrification.

Author

• Tadashi Dozono, California State University - Channel Islands