The tradition of classroom deliberation and the evasion of racial justice as a social issue, 1916–1966

• Thomas Fallace ^[1]
  1. [1] William Paterson University of New Jersey
• Localización: Theory and research in social education, ISSN 0093-3104, Vol. 50, Vol. 1, 2022, págs. 3-28
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • In this historical study, the author traces the contents of classroom materials and methods textbooks published between 1916 and 1966 that endorsed the discussion and deliberation of social issues to demonstrate how these materials consistently evaded racial justice as a social issue. As a result, the materials designed to inspire classroom discussion and deliberation of social issues ended up reinforcing the racial status quo through an approach that valued balance and open-ended discussion of racial issues over a commitment to racial justice and the affirmation of Black perspectives.