Challenging Whiteness in the Official Knowledge of Social Studies Education

• In Event: 47.091 - Marking the Invisible: Articulating Whiteness in Social Studies

Abstract

The third group of papers continues to explore official knowledge in social studies. In the first paper, authors unpack historically provocative artwork as a medium for instigating dialogues related to White(ness) supremacy in social studies classrooms. Four paintings by acclaimed artist Titus Kaphar are the basis for this exploration. To articulate White supremacy, and Whiteness, the authors used artwork to consider the question posed by the artist (Kaphar): “Can Art Amend History?” Furthermore, the authors constructed an analytical framework—historiartgraphy— guided by tenets of Critical Race Theory and art critique, to provoke contemplation on how history might be amended rather than erased in the field of social studies to expose the White(ness) supremacy in historical narratives about the United States. Methodologically, the authors use interpretation, dialogue, and note-taking to center critiques of White supremacy. The four works of art are paired with composites, built from data, and presented as counter narratives.

Since Whiteness is a central cause of racism (Matias, Viesca, Garrison-Wade, Tandon, & Galindo, 2014), it is necessary to interrogate its presence within structures. Recently, Chandler and Branscombe (2015) developed White Social Studies (WSS), which illuminates how Whiteness is employed in social studies education. In the second paper, the author used CWS and WSS as analytical frameworks within this study. Three themes arose describing how NCSS addressed race/racism in 18 of the 19 position statements. NCSS was: 1) Unwilling to name racism – NCSS has yet to publish a position statement that focuses on race/racism; 2) Protected the dominant narrative and minimized the United States’ racist legacy; and 3) Maintained a colorblind discourse – The use of liberal, more palatable language was one way NCSS exhibited a colorblindness. NCSS used terms like “tolerance of diversity” (NCSS, 2013b, p. 158) and “equality of opportunity” (NCSS, 2017, p. 188). This language focuses on individual beliefs and meritocratic efforts instead of interrogating structural racism.

In the third paper, authors used Critical Whiteness (e.g. Hughes & Berry, 2012; Lensmire, 2011; Leonardo, 2013) in order to define and better understand the permanency of White Supremacy. Critical Whiteness opens spaces for exploration of Whiteness as a norm in a world that is neither post-racial nor post-racist. This study uses critical content analysis (e.g. Botelho & Rudman, 2009; Short; 2017) to interrogate the portrayals of Whiteness in the visual and literary elements of picture books listed in the NCSS 2017 Notable Social Studies Trade Books for Young People. While this list incorporated a variety of book formats that extended beyond picture books, such as middle grade novels, chapter books, and young adult literature, authors centered their analysis entirely on 59 of the picture books, and explored how ideologies tied to race often find their foundations in texts produced for very young readers. The prominent themes that emerged from the data include the silencing issues of race, an emphasis on white saviorism, the historical isolation of White Supremacy, and the use of tokenistic forms of minorities.

Authors

• Bretton A. Varga, University of South Florida - Tampa

• Vonzell Agosto, University of South Florida

• Sara Beth Demoiny, Auburn University

• Jake Potter Gates, Pennsylvania State System of Higher Education

• Rene Rodriguez-Astacio, The Pennsylvania State University