Opening the curricular gate : contextual factors influencing teachers' inclusion of racial justice content in predominantly white classrooms
Keper, Lainie
Phtiaka, Helen, dir. (University of Cyprus)
Universitat Autònoma de Barcelona. Facultat de Ciències Polítiques i de Sociologia

Data:	2021
Resum:	Despite research demonstrating that teaching social studies students about race-related issues has many short-and long-termbenefits, it is often minimalized or avoided in predominantly white classrooms with white teachers. This study is an examination of how secondary social studies teachers tend the curricular-instructional gate.
Resum:	on contemporary racial justice content, with aspecific emphasis on the contextual factors they perceive as enabling or disabling their ability to teach these topics. Focusing on predominantly white-schools across Ohio, this study employed a qualitative approach with 9 social studies teachers. Teachers completed a questionnaire, interview, and month-long reflective journal in which they tracked their curricular decisions. While teachersnavigate a complex decision-making process, some factors influence their decisions more than others. teaching philosophies can be undermined by three excluding factors: (1) accountability systems that drive teachers' conceptions of curricular relevance, (2) low RPCK, and (3) perceptions of safety.
Resum:	These interconnected factors can lead to the exclusion of contemporary racial justice content. However, when further analyzing these factors through the lens of Critical Race Theory, they can be explained by the myth of neutrality, white privilege, and interest convergence. Identifying these barriers is a critical step in removing them andopening the curricular gate in the future.
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la comunicació pública de l'obra i la creació d'obres derivades, sempre que no sigui amb finalitats comercials i que es distribueixin sota la mateixa llicència que regula l'obra original. Cal que es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Titulació:	Erasmus Mundus en Polítiques Educatives per al Desenvolupament Global [4317165]
Pla d'estudis:	Treballs de màster i postgrau. Màster en Polítiques Educatives per al Desenvolupament Global (GLOBED)
Document:	Treball de fi de postgrau
Matèria:	Racial justice ; Gatekeeping ; Social studies ; Teachers ; Curriculum ; Decision making ; Critical race theory ; Critical whiteness studies ; Ohio

92 p, 4.8 MB

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