Racial Silences: Exploring and Incorporating Critical Frameworks in the Social Studies

Abstract

If we are to aim toward a genuine democracy, we must be willing to look at the uncomfortable topics that continue to sabotage what we aspire to as a society. This article aims to problematize the ways we conceive of and implement the social studies. To do so, I investigate the social studies in K-12 practice through critical theoretical lenses, including critical race theory (CRT), Latino critical theory (LatCrit) and tribal critical theory (TribalCrit). Various practical resources are offered for teachers to bring a deeper level of equity to the practice of the social studies. This article provides possibilities based in both theory and practice. I discuss critical frameworks, and then, after each section, I provide resources and links to examples of critical curricula that incorporate those standpoints into the classroom. This can lead to a critical awareness regarding the ways that our democracy has shortchanged many Americans as well as the initiative to work toward change in our classrooms and society.

Keywords:

• CRT
• LatCrit
• TribalCrit
• Critical teacher
• practice

Notes

1. As of May 18, 2010. Hate groups include neo-Nazis, black separatists, extreme nationalists, and white supremacists.

2. In East Los Angeles in 1968, more than 10,000 (mainly Chicano/a) students chose to protest the substandard conditions of their schools by boycotting classes. This came after years of pleas to improve their schooling conditions. Then, in 1993, students at UCLA staged a sit-in at the Faculty Center to protest the decision not to augment the Chicano studies program by creating a department. More than one hundred students were arrested as a result. Protest marches and hunger strikes followed, with support ranging from high schools to other universities.