Society and the Classroom
Teaching Truths and Bridging Diversity in a Discordant Era
Bibliographic Data
| ID | 8924262 |
|---|---|
| Authors | Cheli M Thomas (Concordia University Chicago, corresponding author) |
| Year | 2019 |
| Volume | 56 |
| Issue | 1 |
| Pages | 83-94 |
| Publication date | 2019-06-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2019.1617147 |
| OpenAlex | W2948515640 |
| Language | EN |
| References cited | 31 |
A generation of learners is growing up in one of the most polarized eras in modern US history, where demands for credible connections and pluralistic policies are countered with divisive rhetoric. The urgent need for honest dialog emanates from the public square, mass media, news, popular culture, schools, and universities. As controversial events touch our lives in deeply personal ways, educators must explore strategies for discussion in classrooms around matters of social justice. In this article, I highlight the competition between the narrative and the counter-narrative that form our social justice worldviews, and the implications of this conflict for students. I explore the subjectivity of beliefs about injustice and our resulting inability to dialog effectively about it. I examine the rationale for our long-standing teaching of false narratives and argue for supporting and supplementing school curriculum with corrected historical, social, and cultural truths. Four interrelated principles are covered: (a) the competing narratives of racial inequality, (b) the current divisive socio-political climate, (c) student advocacy and knowledge of social justice topics, and (d) the complexity of engagement on controversial issues
Curriculum · Dialog box · Diversity (politics · Economic Justice · Epistemology · Injustice · Narrative · Pedagogy · Political science · Politics · Rhetoric · Sociology · Subjectivity · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Law · Psychology · Social Psychology
Lies my teacher told me
Teaching for Diversity and Social Justice
"Multiplication Is for White People"
Other People's Children
Voices of a People's History of the United States
Theoretical Foundations for Social Justice Education
Race
Race in North America
From Gulf to Bridge
White Fragility
Commentary on the Women's March on Washington
The New Jim Crow
Three Challenges for Teachers in the Era of Trump
In Pursuit of the Revolutionary-Not-Yet
The Search for Meaning and Connection
In the Name of Teaching
White Rage
The Trump Effect
Racism in Trump's America
| Citation velocity | historical |
|---|---|
| Highly cited | No |