A Social Studies Teacher's Sense Making of Controversial Issues Discussions of Race in a Predominantly White, Rural High School Classroom

Autor/inn/en	Washington, Elizabeth Yeager; Humphries, Emma K.
Titel	A Social Studies Teacher's Sense Making of Controversial Issues Discussions of Race in a Predominantly White, Rural High School Classroom
Quelle	In: Theory and Research in Social Education, 39 (2011) 1, S.92-114 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
Schlagwörter	Controversial Issues (Course Content); Teacher Education Programs; Social Studies; Racial Factors; Race; Discussion (Teaching Technique); Secondary School Teachers; High Schools; White Students; Rural Schools; Disadvantaged Youth; Racial Bias; Consciousness Raising; Teacher Student Relationship; Florida + Suchen Sie Ihr Suchwort? Controversial issues; Kontroverse; Gemeinschaftskunde; Rasse; Abstammung; High school; Oberschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Benachteiligter Jugendlicher; Racial discrimination; Rassismus; Bewusstseinsbildung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In this qualitative study, the authors first explore the "sense making" of Emma, a former high school teacher (and co-author of this study), with regard to discussion of issues around race that became controversial in her social studies classroom. Her student population comprised predominantly white, rural, socioeconomically disadvantaged students, many of whom expressed racist views--on both "open" and "closed" issues--either privately with her or in classroom discussions. In the findings, the authors discuss Emma's views on teaching controversial issues, disclosure of personal viewpoints on controversial issues, the definition of "controversial issues," the importance of building strong relationships with students before approaching controversial issues, and how to plan for controversial issues discussion. The findings have potential implications for social studies educators in teacher education programs who seek to prepare their preservice teachers for potential controversial issues surrounding race that may come up in their future classrooms. (Contains 1 figure and 2 notes.) (As Provided).
Anmerkungen	College and University Faculty Assembly of NCSS. 8555 Sixteenth Street Suite 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; Web site: http://www.socialstudies.org/cufa/trse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10