How Social Studies Teachers View the "Lessons" of Ferguson

• In Event: Race, Class, and Gender in Social Studies

Abstract

Recent events in Ferguson, Missouri have sparked controversial conversations and questions about race, privilege, the militarization of law enforcement, riots and protests in the United States. This qualitative study examines the manner in which social studies teachers viewed and discussed race as a contributing factor to these controversial events as well as how they view the “lessons” that Ferguson can teach students. Results indicate that many teachers who believe that race was the most important factor surrounding Ferguson hold different viewpoints on social control, freedom of assembly, authority, power, and property. We include a critique of teaching Ferguson as an unplanned instructional event, the use of source material, and development of student perspectives as explicit educational objective.

Authors

• Jason L. Endacott, University of Arkansas

• John P. Broome, University of Mary Washington