This study examines how three teachers working at a South Central high school teach critically about race and place. While building on the “spatial turn” in social science, the article draws on Critical Race Spatial Analysis to advance literature at the intersection of race, place, and pedagogy. Additionally, the article utilizes cognitive mapping to understand the teachers’ senses of place and then, through a combination of interviews, observations, and document analysis, examines how they integrate racial-spatial ideas into their teaching. Positing a “critical pedagogy of race and place,” the study concludes with implications for future research and teacher education.

这项研究考察了在南部中央高中工作的三名教师如何批判性地讲授种族和地方。在建立社会科学的“空间转向”的同时，本文借鉴了“临界种族空间分析”来推动种族，地点和教学法交汇处的文献的发展。此外，本文利用认知映射法来了解教师的位置感，然后通过访谈，观察和文档分析相结合的方法，研究了他们如何将种族空间观念整合到他们的教学中。该研究结论是“种族和地方的批判性教学法”，其结论对未来的研究和教师教育具有重要意义。