Excavating the Residue: White Teachers' Miseducation and Black History Instruction

• In Event: Temporal Geographies of the Teacher Education Curriculum: Interrogating Past-Future Curricular Worlds

Abstract

This paper examines the work of teachers who are excavating the residue of their mis-education (Woodson, 1933/2018) to develop a discipline of Black history and Black studies in the now. Building on historical and current scholarship that addresses Black history, neoliberalism (Apple, 2006), and fugitive pedagogies (Givens, 2021), this paper further develops a conversation in literature that has been long taking place. While modern scholars have added to the discussion, this paper posits that the conversation can be furthered to support educators, specifically white educators, in teaching Black history in schools, and helping students understand the complexities of Black history in practice.

Authors

• Brianne Rose Pitts, Western Michigan University

• Greg Simmons, University at Buffalo - SUNY

• Daniel Tulino, Stockton University