And Justice for All: Teaching the Reparations Debate

Autor/in	Moore, James R.
Titel	And Justice for All: Teaching the Reparations Debate
Quelle	In: Journal of Social Studies Education Research, 11 (2020) 2, S.27-60 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	Social Justice; Controversial Issues (Course Content); Racial Relations; Racial Discrimination; Secondary School Students; Slavery; African Americans; United States History; Teaching Methods; Racial Bias; Social Studies; Learning Activities + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Controversial issues; Kontroverse; Racial bias; Rassismus; Sekundarschüler; Sklaverei; Afroamerikaner; Teaching method; Lehrmethode; Unterrichtsmethode; Racial discrimination; Gemeinschaftskunde; Lernaktivität
Abstract	One of the most significant and controversial issues facing the United States as it prepares for the 2020 election cycle centers around reparations--whether the United States should compensate African Americans for slavery, Jim Crow segregation, racial inequalities, and persistent racial discrimination--and the numerous moral, political, social, and cultural arguments for and against reparations. The disputes surrounding reparations are not new in American politics; in fact, they have been present since the end of the Civil War in 1865, and have fluctuated in the public consciousness based on grassroots movements, media attention, legal opinions, and academia's interests in the most effective manner to achieve racial justice. The debate regarding reparations is enormously complex and fraught competing ideologies, contradictory visions for achieving racial justice, and is an emotionally charged issue. Nevertheless, secondary students should be taught multiple perspectives regarding reparations--including the historical events that precipitated the current focus on racial and social justice--and have access to competing arguments, facts, statistics, and opinions to construct their own views. This article will examine the reparations debate and propose several instructional methods and activities to teach this debate in a pedagogically sound manner that advances civic participation without indoctrination. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01