Teacher Preparation through Introducing "Hateful Things": Using Jim Crow Memorabilia to Address Issues of Social Justice

Autor/inn/en	Flynn, Joseph; Kahn, Elizabeth; Werderich, Donna E.
Titel	Teacher Preparation through Introducing "Hateful Things": Using Jim Crow Memorabilia to Address Issues of Social Justice
Quelle	In: Middle School Journal, 54 (2023) 4, S.51-65 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2023.2232266
Schlagwörter	Teacher Education; Racism; Primary Sources; Social Justice; Middle School Teachers; Preservice Teachers; Racial Discrimination; Ethnic Stereotypes; History Instruction; School Community Relationship; African Americans; United States History; Museums + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Rassismus; Primärquelle; Soziale Gerechtigkeit; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Racial bias; National stereotype; Nationales Stereotyp; History lessons; Geschichtsunterricht; Afroamerikaner; Museum; Museumswesen; Museen
Abstract	It is important to prepare middle level teacher candidates with the dispositions, content knowledge, and pedagogy needed to implement justice-oriented practices in middle level curriculum. This article explores using "Hateful Things," a traveling exhibit curated by the Jim Crow Museum of Racist Memorabilia, to integrate issues of stereotypes, biases, and racism into middle grades curriculum. Specific lessons, strategies and resources for integrating the history of the Jim Crow era, stereotypes, and American racism in middle level English Language Arts curriculum are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01