The Tradition of Classroom Deliberation and the Evasion of Racial Justice as a Social Issue, 1916-1966

Autor/in	Fallace, Thomas
Titel	The Tradition of Classroom Deliberation and the Evasion of Racial Justice as a Social Issue, 1916-1966
Quelle	In: Theory and Research in Social Education, 50 (2022) 1, S.3-28 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2021.1967822
Schlagwörter	Educational History; Instructional Materials; Textbook Content; Social Problems; Social Justice; Racial Bias; Discussion (Teaching Technique); African Americans; United States History; Social Studies; Controversial Issues (Course Content); War; Civil Rights; African American History + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrbuchtext; Social problem; Soziales Problem; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Afroamerikaner; Gemeinschaftskunde; Controversial issues; Kontroverse; Krieg; Bürgerrechte; Grundrechte; Zivilrecht
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01