“Daniel was racist”: Individualizing racism when teaching about the Civil Rights Movement

• John S. Wills ^[1]
  1. [1] University of California System

     University of California System

     Estados Unidos

     
• Localización: Theory and research in social education, ISSN 0093-3104, Vol. 47, Vol. 3, 2019, págs. 396-425
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • This study investigated how racism was represented in a unit on civil rights in three 11th-grade U.S. history classes. Using qualitative methods, I observed classroom lessons in three teachers’ classes, collected curriculum and student work, and interviewed teachers and students to document and explain how racism was represented during the Civil Rights Movement. I found a consistent pattern of representing racism narrowly as individual prejudice across all three classes. Equating racism with individual prejudice was enabled by framing the unit around a Margaret Mead quotation regarding social change and the use of curricular materials that focused on the perspectives, choices, and actions on ordinary people in historical events. I conclude by arguing that equipping students to critically address racism in the United States today depends on enhancing the racial literacy of history teachers.