"What Is Slavery?": Third-Grade Students' Sensemaking about Enslavement through Historical Inquiry

Autor/in	Hughes, Ryan E.
Titel	"What Is Slavery?": Third-Grade Students' Sensemaking about Enslavement through Historical Inquiry
Quelle	In: Theory and Research in Social Education, 50 (2022) 1, S.29-73 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hughes, Ryan E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2021.1927921
Schlagwörter	Grade 3; Elementary School Students; Slavery; United States History; Social Studies; Inquiry; Concept Mapping; Power Structure; Economic Factors; Racial Discrimination; African Americans; Whites; Consciousness Raising; Racial Bias; Curriculum; Teacher Role; Textbooks; Textbook Content; Childrens Literature; Primary Sources; African American History; Civil Rights; Misconceptions + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Sklaverei; Gemeinschaftskunde; Concept Map; Ökonomischer Faktor; Racial bias; Rassismus; Afroamerikaner; White; Weißer; Bewusstseinsbildung; Racial discrimination; Curricula; Lehrplan; Rahmenplan; Lehrerrolle; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; 'Children''s literature'; Kinderliteratur; Primärquelle; Bürgerrechte; Grundrechte; Zivilrecht; Missverständnis
Abstract	This study investigates how 19 third-grade students developed their understandings of enslavement during a six-week social studies inquiry. Using Teaching Tolerance's key concepts as my analytic framework, I analyzed the students' pre- and post-concept maps and classwork to understand their learning. The findings show that students conceptualized enslavement as interactions between "individuals"--such as getting whipped by an overseer or forced to work by a master--but did not focus on the "systemic" nature of power and economic gain. Furthermore, students' sensemaking about race was limited to naming enslaved people as African Americans without naming the enslavers as whites. These results point to the need for critical inquiries on enslavement in elementary schools that explicitly focus on systemic race/ism and white supremacy. I provide implications to support antiracist teaching about enslavement in K-5 social studies education and teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01