Seizing the Moment: A Critical Place-Based Partnership for Antiracist Elementary Social Studies Teacher Education

Autor/inn/en	Thacker, Emma S.; Bodle, Aaron T.
Titel	Seizing the Moment: A Critical Place-Based Partnership for Antiracist Elementary Social Studies Teacher Education
Quelle	In: Theory and Research in Social Education, 50 (2022) 3, S.402-430 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2022.2075296
Schlagwörter	Place Based Education; Elementary School Teachers; Preservice Teacher Education; Social Studies; Elective Courses; Racism; Social Justice; Archaeology; Action Research; Reflective Teaching; Cultural Awareness; Knowledge Base for Teaching; Graduate Study; Course Content; Outcomes of Education; Racial Identification; Racial Attitudes; Virginia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Gemeinschaftskunde; Elective course; Wahlkurs; Rassismus; Soziale Gerechtigkeit; Archäologie; Projektforschung; Cultural identity; Kulturelle Identität; Teaching theory; Theory of teaching; Unterrichtstheorie; Aufbaustudium; Graduiertenstudium; Hauptstudium; Kursprogramm; Lernleistung; Schulerfolg; Rassenfrage
Abstract	We designed and implemented a hybrid elementary social studies education elective focused on antiracist teacher education, place-based teacher education, and archaeology with partners at an historic site, James Madison's Montpelier. Our action research study indicates that, in the midst of injustices highlighted in 2020, participants engaged in meaningful race reflection in ways that demonstrated shifts toward becoming more antiracist individuals and teachers. Purposeful course work and interactions with course texts and participants, as well as the power of the place itself, supported students' race reflections toward increased racial awareness and understandings of how to facilitate their future elementary students' racial literacy. Implications include that critical place-based experiences have the potential to serve as powerful learning experiences to prepare preservice social studies teachers to teach children about race and racism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01