Does Race Really Matter?” Secondary Students' Constructions of Racial Dialogue in the Social Studies
Bibliographic Data
| ID | 11070567 |
|---|---|
| Authors | Tyrone C Howard (0000-0002-5502-1875, University of California, corresponding author) |
| Year | 2004 |
| Volume | 32 |
| Issue | 4 |
| Pages | 484-502 |
| Publication date | 2004-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2004.10473266 |
| OpenAlex | W1963970486 |
| Language | EN |
| Citations received | 46 |
| References cited | 38 |
The examination of race and racism has been largely absent from much of social studies research and theory. Despite the growing racial and ethnic diversity in the nation's schools, many social studies teachers lack a theoretical framework to help students learn about, analyze, and discuss the role that race and racism have played historically in the United States. Using a critical race theoretical framework, this study documents the findings from a study in a middle school U.S. history classroom that was centered on students' interpretations of race relations in the United States. The findings from this qualitative study indicated that students viewed this particular class as helpful in understanding race, and subsequently race relations. However, they felt their previous social studies classes had not been useful in helping them develop greater racial awareness. The primary themes that were identified from the students' data were the invisibility of race, the role of the social studies in creating dialogue about race, and the improvement of intergroup relations. The author concludes with a call to action in terms of how social studies theory and practice can play a vital role in initiating and sustaining a dialogue about the importance of race
Class (philosophy · Critical race theory · Diversity (politics · Epistemology · Ethnic group · Invisibility · Qualitative research · Race (biology · Racism · Social science · Sociology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Psychology · Social Psychology
A branquitude e o ensino de História
“This is a story of who America is”
Wu-Tang for the Children
Theory–Praxis Gap
Transformative Ruptures Toward Social Justice Teaching
Guiding Like the North Star
Critical What What? A Theoretical Systematic Review of 15 Years of Critical Race Theory Research in Social Studies Education, 2004–2019
Defining and finding an endgame in education on race
I Don’t Want Her to Think She is the Problem
Not Stopping at First
The Role of Civic Debt in Democratic Education
Navigating the politically charged classroom
Social Studies Needs (New) White People
Becoming a Race-Conscious Social Studies Teacher
Teaching racial literacy in secondary humanities classrooms
The world they’ve been born into’
That’s My Job’
Acknowledging Anti‐Blackness, Overlooking Anti‐Asian Racism
Being black is like being a soldier in Iraq’
They fear us knowing too much”
Whiteness and the social studies
Feeling fear as power and oppression
Civic Multicultural Competence
We’re Just Ordinary People
Swimming in and through whiteness
Because the United States is a great melting pot”
Constructive Conflict Talk in Classrooms
There’s something wrong in society”
Fostering Critical Dialogue Across Cultural Differences
Black Civitas
Black teachers in white spaces
Equity- and Tolerance-Oriented Teachers
The Role of Schools in Educating Black Citizens
Social studies education research for sustainable democratic societies
Interpretive frames for responding to racially stressful moments in history discussions
Critical historical inquiry
The greatest lie(s) ever told
The making of global Black anti-citizen/citizenship
Arrested Development
Same Story; Different History
There Ain’t No White People Here”
Teachers’ Talk About Race and Caregiver Support
Taking a “Whole” Classroom Perspective
Meeting Parental School Discipline Advocacy with Violence
Pathways to Critical Consciousness
We Sort of Dance Around the Race Thing
“It Wasn't a Good Part of History”
Understanding and Validity in Qualitative Research
Brown v. Board of Education and the Interest-Convergence Dilemma
Critical Race Theory
Racial Formation in the United States
Critical Race Theory Perspectives on the Social Studies
Critical race theory
Teaching and Learning History
Critical Race Theory and Education
Race and Manifest Destiny
Problems of Reliability and Validity in Ethnographic Research
Racial Formation in the United States
Toward a Critical Race Theory of Education
Identity—Youth and Crisis
Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars
Deconstructing Differences in African-American and European-American Adolescents’ Perspectives on U.S. History
Democracy and Difference
Students' Understanding of Historical Significance
Between Every “Now” and “Then”
Can Cufa Be a Leader in the National Debate on Racism
It's Just the Facts, or is it? The Relationship between Teachers' Practices and Students' Understandings of History
Pedagogy for Global Perspectives in Education
Discussing Controversial Public Issues in Secondary Social Studies Classrooms
Slavery, Race and Ideology in the United States of America
A Sociocultural Perspective on Children’s Understanding of Historical Change
Storytelling, Imagination, and Fanciful Elaboration in Children’s Historical Reconstructions
Confronting History’s Interpretive Paradox While Teaching Fifth Graders to Investigate the Past
Race, Reform, and Retrenchment
Storytelling for Oppositionists and Others
Just what is critical race theory and what's it doing in a nice field like education
Stories of Experience and Narrative Inquiry
Voices of America
Shades of Brown
After Race
Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies
Critical Race Methodology
| Unique citing works | 46 |
|---|---|
| Citations per year | 2,42 |
| Citation span | 2007 - 2026 (20) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 46 |