A Dream and a Bus: Black Critical Patriotism in Elementary Social Studies Standards

Autor/inn/en	Busey, Christopher L.; Walker, Irenea
Titel	A Dream and a Bus: Black Critical Patriotism in Elementary Social Studies Standards
Quelle	In: Theory and Research in Social Education, 45 (2017) 4, S.456-488 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2017.1320251
Schlagwörter	Patriotism; Activism; Social Studies; Elementary School Students; Freedom; African Americans; United States History; Citizenship; Standards; African American History; Race; Racial Differences; Teaching Methods; Course Content; Elementary School Teachers; Content Analysis + Suchen Sie Ihr Suchwort? Patriotismus; Aktivismus; Politischer Protest; Gemeinschaftskunde; Freiheit; Afroamerikaner; Staatsbürgerschaft; Standard; Rasse; Abstammung; Rassenunterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Inhaltsanalyse
Abstract	Extant conceptions of patriotism in social studies curricula are centered upon blind allegiance to the state or a belief in ideals of a liberal democracy. Yet these conceptions fail to account for the complex racial experiences that mediate citizenship and civic action, especially for Black persons. In this article, we advance a theory of Black critical patriotism, which is rooted in the idea of personhood and, reciprocally, resistance to subpersonhood. Using Black critical patriotism as a theoretical framework, we examined how Black resistance, activism, and intellectual agency are represented in K-5 social studies standards across the United States. Findings revealed that Black critical patriotism is limited to temporal freedom movements and emphasizes individual acts of patriotism as opposed to sociopolitical traditions of Black collective resistance. Furthermore, Black critical patriotism was accredited to two historical figures, Martin Luther King, Jr. and Rosa Parks, with their activism sanitized to fit within the master narrative of American progress. In light of our findings, we conclude with recommendations for elementary teachers to excavate standards in order to more accurately contextualize Black history and racialized citizenship. We also call for future research in social studies education that advances nuanced conceptions of racialized citizenship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01