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Feeling race in the social studies classroom: a self-study

Michelle Reidel (Middle and Secondary Ed, Georgia Southern University, Statesboro, Georgia, USA)
Cinthia Salinas (The University of Texas at Austin, Austin, Texas, USA)

Social Studies Research and Practice

ISSN: 1933-5415

Article publication date: 29 September 2022

Issue publication date: 1 December 2022

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Abstract

Purpose

The purpose of this self-study is to investigate how critically examining our emotions as social studies teacher educators (SSTEs) can inform practice and further the project of moving race from the margins of social studies curricula.

Design/methodology/approach

This self-study's design includes the use of multiple data collection methods and continuous dialogue with Chris who served as Macy's critical friend. The authors independently analyzed the data following the same procedure with each data set and then utilized a constant comparative method to reconcile our coding.

Findings

The findings point to the importance of critical emotional reflexivity in any effort to reposition race as central rather than peripheral to teaching and learning social studies content.

Originality/value

This study is not under review with another journal.

Keywords

Citation

Reidel, M. and Salinas, C. (2022), "Feeling race in the social studies classroom: a self-study", Social Studies Research and Practice, Vol. 17 No. 3, pp. 237-250. https://doi.org/10.1108/SSRP-06-2022-0017

Publisher

:

Emerald Publishing Limited

Copyright © 2022, Emerald Publishing Limited

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