{"product_id":"race-lessons-using-inquiry-to-teach-about-race-in-social-studies-9781681238913","title":"Race Lessons: Using Inquiry to Teach About Race","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWe hold that the mission of social studies is not attainable, without attention to the ways in which race and racism play out in society—past, present, and future.\u003cbr\u003e\u003cbr\u003eIn a follow up to the book, \u003cem\u003eDoing Race in Social Studies\u003c\/em\u003e (2015), this new volume addresses practical considerations of teaching about race within the context of history, geography, government, economics, and the behavioral sciences. \u003cem\u003eRace Lessons: Using Inquiry to Teach About Race in Social Studies\u003c\/em\u003e addresses the space between the theoretical and the practical and provides teachers and teacher educators with concrete lesson ideas for how to engage learners with social studies content and race. Oftentimes, social studies teachers do not teach about race because of several factors: teacher fear, personal notions of colorblindness, and attachment to multicultural narratives that stress assimilation. This volume will begin to help teachers and teacher educators start the conversation around realistic and practical race pedagogy. \u003cbr\u003e\u003cbr\u003eThe chapters included in this volume are written by prominent social studies scholars and classroom teachers. This work is unique in that it represents an attempt to use Critical Race Theory and inquiry pedagogy (Inquiry Design Model) to teach about race in the social science disciplines.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cul\u003e\n\u003cli\u003eUsing Racial Pedagogical Content Knowledge to Reimagine Social Studies Teaching and Learning, Prentice T. Chandler and Todd S. Hawley.\u003c\/li\u003e\n\u003cli\u003eSection I: Foundations Of Racial Pedagogical Content Knowledge.\u003c\/li\u003e\n\u003cli\u003eRace and Racism in the Social Studies: Foundations of Critical Race Theory, Andrea Hawkman. \u003c\/li\u003e\n\u003cli\u003eThe Inquiry Design Model, Kathy Swan, SG Grant and John Lee. \u003c\/li\u003e\n\u003cli\u003e“Do You Feel Me?”Affectively and Effectively Engaging RPCK in Social Studies Classrooms, Christina Villarreal.\u003c\/li\u003e\n\u003cli\u003eSection II: Inquiry Based Race Lessons In Social Studies. \u003c\/li\u003e\n\u003cli\u003eTeaching Racial Inequity Through the California Gold Rush (US history), Christopher C. Martell, Jennifer R. Bryson, and William C. Chapman?Hale. \u003c\/li\u003e\n\u003cli\u003eAfricans in New Amsterdam (US history), Jane Bolgaz, Tamar Brown and Emily Zweibel. \u003c\/li\u003e\n\u003cli\u003eSettler Schooling: A TribalCrit Approach to Teaching Boarding School Histories in Elementary Social Studies, Sara Shear. \u003c\/li\u003e\n\u003cli\u003eBut “Ain’t I a Woman?” An Inquiry on the Intersectionality of Race and Gender During the 19th Century Abolitionist Movement (US history), Lauren Colley. \u003c\/li\u003e\n\u003cli\u003eTeaching the Montgomery Bus Boycott as Citizen Action for Racial and Economic Justice (economics), Todd S. Hawley, Andrew Hostetler and Prentice T. Chandler. \u003c\/li\u003e\n\u003cli\u003eDoes Geography Have a Violence? (geography), Ken Carano. \u003c\/li\u003e\n\u003cli\u003eDo People Get to Choose Where They Live?: A Case Study of Racial Segregation in Austin, TX (geography), Tori Davis and Ryan Crowley. \u003c\/li\u003e\n\u003cli\u003eStories, Counterstories, and Tales of Resistance: Family History Inquiry Projects in World History Classrooms (world history), Juan Gabriel Sánchez and Raquel Y. Sáenz. \u003c\/li\u003e\n\u003cli\u003eToward Latin@ Critical Race Theory a: Examining Race, Racism, and Afro?Latinidad in World History and Human Geography(world History), Chris Busey. \u003c\/li\u003e\n\u003cli\u003eAre U.S. Citizenship Test Racially Motivated?: Analyzing the Racial Implications of Citizenship “Tests,” Historically and Today (Government), William L. Smith. \u003c\/li\u003e\n\u003cli\u003eCountering Single Stories: Inquiring into the Confederate Battle Flag with Students (US history OR civics), Jessica F. Kobe and Ashley A. Goodrich.\u003c\/li\u003e\n\u003cli\u003eWhat is Race?: A Compelling Question with a Complex Response (psychology\/behavioral sciences), Samina Hadi?Tabassum. \u003c\/li\u003e\n\u003cli\u003eOn the Matter of Black Lives: Using CRT and C3 Inquiry to Examine Current Events (current events), John P. Broome and Jason Endacott. \u003c\/li\u003e\n\u003cli\u003eHas Social Media Provided Communities of Color a Platform for Sharing Counternarratives? Jennifer Killham.\u003c\/li\u003e\n\u003cli\u003eExamining the Power Structures That Impact Friendships, Jennifer Burke. \u003c\/li\u003e\n\u003cli\u003eSection III: Voices From The Field. \u003c\/li\u003e\n\u003cli\u003eNotes on Understanding and Valuing the Anger of Students Marginalized by the Social Studies Curriculum, Lisa Gilbert. \u003c\/li\u003e\n\u003cli\u003eCounter?Narratives in U.S. History: Race Lessons in a Social Studies Methods Course, Emilie M. Camp. \u003c\/li\u003e\n\u003cli\u003eTeacher Professional Development and CRT: Teaching the Civil Rights Movement in Mississippi: Using Teacher Professional Learning Communities to Promote CRT\/RPCK, Jenice L. View. \u003c\/li\u003e\n\u003cli\u003eRace Autobiographies in the Social Studies Classroom: Possibilities and Potential, Adam W. Jordan and Dacario Poole.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Information Age Publishing","offers":[{"title":"Default Title","offer_id":51359970984279,"sku":"9781681238913","price":87.4,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781681238913.jpg?v=1754126268","url":"https:\/\/bookcurl.com\/products\/race-lessons-using-inquiry-to-teach-about-race-in-social-studies-9781681238913","provider":"Book Curl","version":"1.0","type":"link"}