Inquiry Against Silence: Teaching the Tulsa Race Massacre Despite Legislative Barriers

• In Event: AERA Poster Session Thursday 9:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 2

Abstract

This year-long narrative inquiry study examines how nine Oklahoma educators navigate teaching the 1921 Tulsa Race Massacre within anti-CRT legislative constraints. Using action research methodology, middle and high school English Language Arts and Social Studies teachers participated in collaborative professional development focused on place-based inquiry approaches. Through bi-weekly reflections and focus groups, teachers documented experiences implementing field trips to Greenwood, literature units, and student-led inquiry projects.
Data analysis revealed seven themes, highlighting both successes and challenges. Teachers reported that place-based learning anchored student understanding that sparked deep questions. Visiting historic Greenwood deepened comprehension of the massacre's complexity and emotional weight. Despite legislative restrictions creating a "chilling effect," participants documented impacts on student empathy, civic engagement, and historical understanding.

Authors

• Shanedra Dilese Nowell, Oklahoma State University

• Shelbie Witte, University of North Dakota