Race and histories: Examining culturally relevant teaching in the U.S. history classroom

Theory and Research in Social Education

Volumn 41, Issue 1, 2013, Pages 65-88

  Martell, Christopher C ^a  

^a Framingham Public Schools   (United States)

Author keywords

critical race theory; culturally relevant pedagogy; ethnicity; race; secondary social studies; teacher research; U.S. history

Indexed keywords

EID: 84874642308     PISSN: 00933104     EISSN: None     Source Type: Journal    
DOI: 10.1080/00933104.2013.755745     Document Type: Article

References (36)

1. Almarza, D. J., & Fehn, B. R. (1998). The construction of Whiteness in an American History classroom: A case study of eighth grade Mexican American students. Transformations, 9, 196-211.
2. Banks, J. A. (1998). The lives and values of researchers: Implications for educating citizens in a multicultural society. Educational Researcher, 27(7), 4-17. (Pubitemid 128144685)
3. Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37, 129-139. doi:10.3102/ 0013189X08317501
4. Bolgatz, J. (2005). Teachers initiating conversations about race and racism in a high school class. Multicultural Perspectives, 7(3), 28-35.
5. Campano, G. (2007). Immigrant students and literacy: Reading, writing, and remembering. New York, NY: Teachers College.
6. Carr, W., & Kemmis, S. (1986). Toward a critical educational science. Philadelphia, PA: Falmer.
7. Chubbuck, S. M. (2004). Whiteness enacted, Whiteness disrupted: The complexity of personal congruence. American Educational Research Journal, 41, 301-333. (Pubitemid 39258864)
8. Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers College.
9. Creswell, J. W., & Clark Plano, V. L. (2006). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
10. Epstein, T. (1998). Deconstructing differences in African-American and European-American adolescents' perspectives on U.S. history. Curriculum Inquiry, 28, 397-423.
11. Epstein, T. (2000). Adolescents' perspectives on racial diversity in U.S. history: Case studies from an urban classroom. American Educational Research Journal, 37, 185-214.
12. Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in classrooms and communities. New York, NY: Routledge.
13. Epstein, T., & Shiller, J. (2005). Perspective matters: Social identity and the teaching and learning of national history. Social Education, 69, 201-204.
14. Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 119-161). New York NY: Macmillan.
15. Fowler, F. J. (2009). Survey research methods (4th ed.). Thousand Oaks, CA: Sage.
16. Freire, P. (1974). Pedagogy of the oppressed. New York, NY: Seabury.
17. Giroux, H. A. (1997). Rewriting the discourse of racial identity: Towards a pedagogy and politics of Whiteness. Harvard Educational Review, 67, 285-321.
18. Howard, G. R. (2006). We can't teach what we don't know: White teachers, multicultural schools (2nd ed.). New York, NY: Teachers College.
19. Howard, T. C. (2003). The dis(g)race of the social studies: The need for racial dialogue in the social studies. In G. Ladson-Billings (Ed.), Critical race theory perspectives on the social studies: The profession, policies, and curriculum (pp. 27-43). Greenwich, CT: Information Age.
20. Kincheloe, J. L., Steinberg, S. R., Rodriguez, N. M., & Chennault, R. E. (Eds.). (2000). White reign: Deploying Whiteness in America. New York, NY: Palgrave Macmillan.
21. Ladson-Billings, G. (1995a). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34, 159-165.
22. Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.
23. Ladson-Billings, G. (2003). Lies my teacher still tells: Developing a critical race perspective toward the social studies. In G. Ladson-Billings (Ed.), Critical race theory perspectives on the social studies: The profession, policies, and curriculum (pp. 1-11). Greenwich, CT: Information Age.
24. Ladson-Billings, G. (2012, April). Equity pedagogy and culturally responsive teaching, learning, and action in schools. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, BC.
25. Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(47-67), 11-30.
26. Manfra,M.M. (2009). Critical inquiry in the social studies classroom: Portraits of critical teacher research. Theory & Research in Social Education, 37, 156-192.
27. Martell, C. C., & Hashimoto-Martell, E. A. (2012). Throwing out the textbook: A teacher research study of changing texts in the history classroom. In H. Hickman & B. J. Porfilio (Eds.), The new politics of the textbook: Critical analysis in the core content areas (pp. 305-320). Boston, MA: Sense.
28. McIntyre, A. (1997). Constructing an image of a White teacher. Teachers College Record, 98, 653-681.
29. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
30. Seixas, P. C. (1993). Historical understanding among adolescents in a multicultural setting. Curriculum Inquiry, 23, 301-301.
31. Skattebol, J. (2005). Insider/outsider belongings: Traversing the borders of Whiteness in early childhood. Contemporary Issues in Early Childhood, 6, 189-203.
32. Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52, 94-106. doi:10.1177/0022487101052002002
33. Sleeter, C. E. (2008). Preparing White teachers for diverse students. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research in teacher education: Enduring questions in changing contexts (pp. 559-582). Mahwah, NJ: Lawrence Erlbaum.
34. Tate, W. F. (1997). Critical race theory and education: History, theory, and implications. Review of Research in Education, 22, 195-247.
35. Tyson, C. A. (2003). A bridge over troubled water: Social studies, civic education, and critical race theory. In G. Ladson-Billings (Ed.), Critical race theory perspectives on the social studies: The profession, policies, and curriculum (pp. 15-25). Greenwich, CT: Information Age.
36. Wertsch, J. V. (2000). Is it possible to teach beliefs, as well as knowledge about history? In P. N. Stearns, P. C. Seixas, & S. S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 38-50). New York, NY: New York University Press.