ABSTRACT

This study investigated how racism was represented in a unit on civil rights in three 11th-grade U.S. history classes. Using qualitative methods, I observed classroom lessons in three teachers’ classes, collected curriculum and student work, and interviewed teachers and students to document and explain how racism was represented during the Civil Rights Movement. I found a consistent pattern of representing racism narrowly as individual prejudice across all three classes. Equating racism with individual prejudice was enabled by framing the unit around a Margaret Mead quotation regarding social change and the use of curricular materials that focused on the perspectives, choices, and actions on ordinary people in historical events. I conclude by arguing that equipping students to critically address racism in the United States today depends on enhancing the racial literacy of history teachers.

摘要

这项研究调查了种族歧视在美国11个三年级历史课程中的民权部门中的代表情况。我使用定性方法观察了三个教师班级的课堂教学，收集了课程和学生的作品，并采访了教师和学生，以记录和解释民权运动期间种族主义的代表。我发现，在所有三个阶级中，种族主义狭consistent地代表着种族偏见的一贯模式。通过在有关社会变革的玛格丽特·米德（Margaret Mead）语录框架中使用单位，将种族主义与个人偏见相提并论，课程材料的使用着眼于历史事件中对普通百姓的看法，选择和行动。