Racial Literacy, Capabilities, and Curriculum Making for Secondary Social Studies

• In Event: AERA Roundtable Session Wednesday 1:45 pm - Gold 3
  In Roundtable Session: Civic Spaces: Seen, Unseen, and Waiting To Be Seen

Abstract

This paper presents the methodology and findings from a Spencer-funded racial equity project focused on understanding teachers’ capabilities as racially-literate social studies curriculum makers. Based on a participatory and collaborative inquiry between researchers and 14 secondary teachers in one region of the Midwest, the study not only sought to contribute knowledge to the field, but also improve local teaching and enhance teachers’ ability to achieve agency in their professional work. As such it represents an innovative vision for research built on reciprocity. The study’s findings, shaped through a Future 3 orientation to teaching and notions of truthfulness in social studies curriculum-making also contribute to a new vision for social studies education- one which directly addresses today’s post-truth political environment.

Authors

• Kelly León, University of Wisconsin - Green Bay

• David Lambert, University College London

• Edward M. Olivos, University of Oregon