No More Playing in the Dark: Twenty-First Century Citizenship, Critical Race Theory, and the Future of the Social Studies Methods Course

2016 ◽  
pp. 61-79 ◽  
Author(s):  
Patricia L. Marshall ◽  
Meghan McGlinn Manfra ◽  
Crystal G. Simmons
Keyword(s):  
Critical Race Theory ◽  
Social Studies ◽  
First Century ◽  
Methods Course ◽  
Critical Race ◽  
Race Theory ◽  
Social Studies Methods ◽  
The Social ◽  
The Future ◽  
Twenty First Century

scholarly journals Germany's Linguistic 'Others' and the Racism Taboo

2019 ◽  
Vol 28 (2) ◽  
pp. 93-100
Author(s):  
Liesa Rühlmann ◽  
Sarah McMonagle
Keyword(s):  
Critical Race Theory ◽  
First Century ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
Large Numbers ◽  
International Migrants ◽  
Twenty First Century ◽  
Academic Discourses

This article highlights issues of Othering and linguicism and identifies the challenges of undoing taboos of race and racism in popular and academic discourses in Germany. We discuss the prospect of introducing critical race theory to expose these issues that we see as especially urgent, as Germany remains host to very large numbers of international migrants. A monolingual and monocultural idea of Germany does not befit this country of immigration in the twenty-first century.

The Structural Signification of Terrorism

2020 ◽  
pp. 26-58
Author(s):  
Caron E. Gentry
Keyword(s):  
Critical Race Theory ◽  
Social Structures ◽  
Critical Race ◽  
Western Thought ◽  
Race Theory ◽  
The Social ◽  
Essentially Contested Concept

This chapter argues that one of the central debates within Terrorism Studies will never be resolved: that of an agreed upon, objective definition. Several Terrorism Studies scholars believe that Terrorism Studies would be better off if it arrived at an objective definition for terrorism. Yet, this chapter demonstrates that how terrorism is largely understood is dependent upon various social structures, including gender, race, and heteronormativity. Thus, a thicker understanding of terrorism would acknowledge that it is an essentially contested concept or as an ‘utterance’. An agreed upon definition would present only a thin understanding, erasing the social structures that shape our understanding. Therefore, the chapter relies upon the concept of ‘aphasia,’ or calculated forgettings, from Critical Race theory. This concept holds that Western thought and society has purposefully forgotten how race and racialisation work to deny people of colour many things, including rationality, intelligence, and agency. Gender and heteronormativity operate in a similar way. Such operations infect all areas of life—the purpose of this chapter is to look at terrorism.

The Illusion of Inclusion: A Critical Race Theory Textual Analysis of Race and Standards

2012 ◽  
Vol 82 (3) ◽  
pp. 403-424 ◽  
Author(s):  
Julian Vasquez Heilig ◽  
Keffrelyn Brown ◽  
Anthony Brown
Keyword(s):  
Critical Race Theory ◽  
Social Studies ◽  
Textual Analysis ◽  
Critical Race ◽  
Race Theory ◽  
Communities Of Color ◽  
Close Textual Analysis ◽  
Insight Into

In this article, Julian Vasquez Heilig, Keffrelyn Brown, and Anthony Brown offer findings from a close textual analysis of how the Texas social studies standards address race, racism, and communities of color. Using the lens of critical race theory, the authors uncover the sometimes subtle ways that the standards can appear to adequately address race while at the same time marginalizing it—the “illusion of inclusion.” Their study offers insight into the mechanisms of marginalization in standards and a model of how to closely analyze such standards, which, the authors argue, is increasingly important as the standards and accountability movements continue to grow in influence.

scholarly journals The Emperor Jones is the Reflection of the Black White Struggle: Modern American Drama

2021 ◽  
Vol 7 (2) ◽  
pp. 101-104
Author(s):  
Haider Ibrahim Khalil ◽  
Abdullah Mohd Nawi ◽  
Ansam Ali Flefil
Keyword(s):  
Critical Race Theory ◽  
American Literature ◽  
Human Beings ◽  
Critical Race ◽  
Race Theory ◽  
White People ◽  
The Social ◽  
Analyse Data ◽  
Clash Of Cultures ◽  
American Society

The Emperor Jones is the best viewpoint of O’Neill’s plays in depicting the black white people. This play exposes the portraying of black white conflict as modernism ideology. This play is focused on the suffering and the oppression of people. In this study, the scholar uses the qualitative method as storytelling type. In theoretical framework, the critical race theory is related to this study to analyse the speech which tackles the plot, characters and setting according to the concepts of clash of cultures. This study/ this paper also shows the clashes of culture in American society. Furthermore, the implication of this paper will be presented/ indicate the social, educational, linguistic and cultural style. In fact, this paper will add something to American literature by generalizing this study to other studies about black white people. In sum, this paper is to reflect the philosophy of O’Neill in portraying the black white people. The scholar uses the critical race theory to explain the struggles/ conflicts among the human beings. The researcher also uses the qualitative approach and narrative technique to analyse data. In the same way, the data/ material is collected by textual methods and analyse by the narrative approach. This study can be generalized to another study about O’Neill’s perspectives in depicting the black white people. 

scholarly journals Confronting Race and Colonialism: Experiences and Lessons Learned From Teaching Social Studies

in education ◽  
2014 ◽  
Vol 20 (1) ◽  
pp. 25-39
Author(s):  
Bryan A. B. Smith
Keyword(s):  
Critical Race Theory ◽  
Social Studies ◽  
Teacher Candidates ◽  
Lessons Learned ◽  
Whiteness Studies ◽  
Race Theory ◽  
Social Studies Methods ◽  
Pedagogical Strategies ◽  
White Teacher ◽  
The World

Literature on teacher education and encounters with race highlight some of the difficulties that teacher candidates face when they confront their own racialized subjectivities. However, many of these projects focus exclusively on Whiteness studies, explicating how White teacher candidates come to witness their own racialized Whiteness in relation to their epistemological understandings of the world. In this paper, I diverge from this pattern of thought, exploring a subset of the tenets of critical race theory, that of silences and exclusions, pervading my own teaching in a primary/junior social studies methods class and exploring how these structured my lessons. Specifically, I look at how counternarratives, critiques against liberalism, and multiculturalism and encounters with racialized and colonial supremacy were involved in my pedagogical strategies. I conclude by suggesting that although these methods may seem daunting for the primary/junior classroom, they can provide valuable insights for teacher candidate orientations to their own pedagogies.     Keywords: social studies pedagogy; anti-racism in practice

Multimodality in the Preparation of Teachers of the Social Studies

2016 ◽  
pp. 1501-1536
Author(s):  
Margaret E. Bérci
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Methods Course ◽  
Social Studies Methods ◽  
Web Based ◽  
Education Practice ◽  
Face To Face ◽  
The Social ◽  
Study Process

The chapter outlines a project designed to address the challenges in developing and delivering the Social Studies methods course. The knowledge base represents a symbiotic integration of selected philosophical, theoretical, and methodological ideas. Specifically, it reports on two pilot courses that integrate online, traditional face-to-face, and Web-based formats. The project scaffolds the resulting weave with the Case Study process for Problem-Based Learning. This integration advances teacher education practice and facilitates the development of teacher candidates' democratic understanding of the issues surrounding the teaching and learning of Social Studies. It demonstrates the usefulness of multimodality in Education.

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