Annie Whitlock, University of Michigan-Flint
Learning to Teach (or Not Teach) Race: A Longitudinal Study of Beginning Elementary Teachers
Discussant:Annie Whitlock, University of Michigan-Flint
This longitudinal interpretative case study examined the beliefs and practices related to teaching race of five elementary teachers from their teacher preparation through their fourth year in the classroom. It reveals the influence that teacher preparation and school context had on their development in teaching about race.
Christopher Martell, Boston University
Enactments of Humanizing Pedagogies & Racial Literacy in Social Studies Classrooms: Portraits of Praxis & Possibility
Guided by a combined theoretical framework of racial literacy and humanizing pedagogies, this study employs portraiture to examine the key curricular and pedagogical features of four secondary social studies teachers who purposefully enact lessons on race and racism in their classrooms.
Christina Villarreal, Teachers College, Columbia University
Analysis of Racism in Elementary Students
This study explores how children discuss race within their elementary classroom. The first and third graders in this study experienced an anti-bias curriculum, featuring lessons on race, racism, and negative effects of stereotypes. Despite this educational effort, there was evidence of children demonstrating both active racism and absorbed cultural racism.
Jennifer Burke, MILLERSVILLE UNIVERSITY
Black Parents' Perspectives on History Instruction at a Predominantly White Elementary School
What do Black parents say about how a predominantly White elementary school teaches history? In this phenomenological study we find tensions for parents around topics such as slavery and immigration, and we explore implications for predominantly White institutions wanting to become fully inclusive of historically underrepresented groups.
Jane Bolgatz, Fordham University