Rethinking Teaching Black History: Assessing K–12 Teachers' Black Historical Consciousness

Session Type: Symposium

Abstract

This session addresses Black Historical Consciousness (King, 2018) in the Black History instructional practices of teachers in K-12 schools. Four presentations illuminate the current Black History instructional practices found in K-5 schools, 6-9 schools, 10-12 schools, and at the district administrative level. Perspectives from teachers in the midwest and east coast
present possibilities for teaching liberatory, critically conscious Black History in institutions dominated by predominantly white teachers nationwide (NCES, 2017). Findings from these studies will assist scholars and practitioners in improving instructional practice and provide examples of teachers breaking from traditional (Eurocentrically informed) perspectives of social studies education. First theorized by King (2018) Black Historical Consciousness seeks to decenter white epistemic viewpoints while presenting a Black history framework for schools.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 1: Cultural Inquiry in Curriculum Studies

Chair

• LaGarrett Jarriel King, University of Missouri - Columbia

Papers

• Peering Through the Kaleidoscope: Social Studies Teachers' Sociopolitical Development - Daniel Tulino, Stockton University

• Rethinking the Teaching of Black History: Teachers, Students, and the Development of a Black History Course Using a Black Historical Framework - Greg Simmons, University of Missouri - Columbia

• Liberatory Potential in K–5 Black History Instruction - Brianne Rose Pitts, Western Michigan University

• Accepting Educational Accountability - Barry Ethan Thomas, Omaha Public Schools

Discussant

• Ryan M. Crowley, University of Kentucky