Becoming a Race-Conscious Social Studies Teacher: The Influence of Personal and Professional Experiences

References

• Banks, J. A. (2002). Race, knowledge construction, and education in the USA: Lessons from history. Race Ethnicity and Education, 5(1), 7–27.
   Google Scholar
• Branch, A. J. (2003). A look at race in the National Standards for Social Studies. In G. Ladson-Billings (Ed.), Critical race theory perspectives on the social studies: The profession, policies, and curriculum (pp. 99–120). Greenwich, CT: Information Age Publishing.
   Google Scholar
• Branch, A. J. (2004). Modeling respect by teaching about race and ethnic identity in the social studies. Theory & Research in Social Education, 32(4), 523–545.
   Google Scholar
• Castro, A. J., Hawkman, A. M., & Diaz, J. (2015). Teaching race in high school social studies: Lessons from the field. In P. T. Chandler (Ed.), Doing race in social studies: Critical perspectives (pp. 125–145). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Chandler, P. T. (2015). What does it mean to “do race” in social studies? In P. T. Chandler (Ed.), Doing race in social studies: Critical perspectives (pp. 1–10). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Chandler, P. T., & McKnight, D. (2009). The failure of social education in the United States: A critique of teaching the national story from “White” colourblind eyes. Journal for Critical Education Policy Studies, 7(2), 217–248.
   Google Scholar
• Dilworth, P. P. (2004). Multicultural citizenship education: Case studies from social studies classrooms. Theory & Research in Social Education, 32(2), 153–186.
   Google Scholar
• Epstein, T., & Gist, C. (2015). Teaching racial literacy in secondary humanities classrooms: Challenging adolescents' of color concepts of race and racism. Race Ethnicity and Education, 18(1), 40–60.
   Web of Science ®Google Scholar
• Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 119–161). New York, NY: Macmillan.
   Google Scholar
• Fickel, L. H. (2000). Democracy is messy: Exploring the personal theories of a high school social studies teacher. Theory & Research in Social Education, 28(3), 359–389.
   Google Scholar
• Howard, T. C. (2003). The dis(g)race of the social studies: The need for racial dialogue in the social studies. In G. Ladson-Billings (Ed.), Critical race theory perspectives on the social studies: The profession, policies, and curriculum (pp. 27–43). Greenwich, CT: Information Age Publishing.
   Google Scholar
• Howard, T. C. (2004). “Does race really matter?” Secondary students' constructions of racial dialogue in the social studies. Theory & Research in Social Education, 32(4), 484–502.
   Google Scholar
• King, L. J. (2016). Teaching black history as a racial literacy project. Race Ethnicity and Education, 19(6), 1303–1318.
   Web of Science ®Google Scholar
• Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7–24.
   Google Scholar
• Ladson-Billings, G. (2003). Lies my teacher still tells: Developing a critical race perspective toward the social studies. In G. Ladson-Billings (Ed.), Critical race theory perspectives on the social studies: The profession, policies, and curriculum (pp. 1–11). Greenwich, CT: Information Age Publishing.
   Google Scholar
• Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 11–30.
   Web of Science ®Google Scholar
• Martell, C. C. (2013). Race and histories: Examining culturally relevant teaching in the U.S. history classroom. Theory & Research in Social Education, 41(1), 65–88.
   Google Scholar
• Martell, C. C. (2014). Teaching about race in a multicultural setting: Culturally relevant pedagogy and the U.S. history classroom. Philadelphia, PA: Paper presented at the Annual Meeting of the American Educational Research Association.
   Google Scholar
• Martell, C. C. (2015). Learning to teach culturally relevant social studies: A White teacher's retrospective self-study. In P. T. Chandler (Ed.), Doing race in social studies: Critical perspectives (pp. 41–60). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Martínez, R. A. (2017). “Are you gonna show this to White people?”: Chicana/o and Latina/o students' counter-narratives on race, place, and representation. Race Ethnicity and Education, 20(1), 101–116.
   Web of Science ®Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
   Google Scholar
• Milner, H. R. (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36(7), 388–400.
   Google Scholar
• Salinas, C. S., & Castro, A. J. (2010). Disrupting the official curriculum: Cultural biography and the curriculum decision making of Latino preservice teachers. Theory & Research in Social Education, 38(3), 428–463.
   Google Scholar
• Stake, R. E. (2006). Multiple case study analysis. New York, NY: Guilford Press.
   Google Scholar
• Tate, W. F. (1997). Critical race theory and education: History, theory, and implications. Review of Research in Education, 22(1), 195–247.
   Web of Science ®Google Scholar
• Tyson, C. A. (2003). A bridge over troubled water: Social studies, civic education, and critical race theory. In G. Ladson-Billings (Ed.), Critical race theory perspectives on the social studies: The profession, policies, and curriculum (pp. 15–25). Greenwich, CT: Information Age Publishing.
   Google Scholar
• Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.
   Google Scholar