Race Racism And The Geography Curriculum

Changes in the nature of knowledge production, plus rapid social and cultural change, have meant that the 'curriculum question' – what is to be taught, and by extension, 'whose knowledge' – has been hotly contested. The question of what to teach has become more and more controversial. This book asks: what is an appropriate curriculum response to the acute, renewed interest in issues of race and racism? How does a school subject like geography respond? The struggle over the school curriculum has frequently been portrayed as being between educational 'traditionalists' and 'progressives'. This book suggests a way out of this impasse. Drawing upon and extending insights from 'social realism', it explores what a Future 3 geography curriculum might look like - one that recognizes the importance of the academic discipline as a source of curriculum-making but at the same time avoids geographical knowledge becoming set in stone. The book focuses very sharply on issues of race and racism, enabling teachers to engage in curriculum making in geography that is racially literate. The Foreword is written by Julian Agyeman, a former geography teacher in the UK and now Professor of Urban and Environmental Policy and Planning at Tufts University, USA.

First Published in 1987. In September 1985 the Social Geography Study Group of the Institute of British Geographers held a three-day conference at Coventry (Lanchester) Polytechnic on the subject of ‘Race and Racism’. The present volume is a selection of essays derived from some of the papers that were given at the conference, together with one newly commissioned paper (by Susan Smith) and an introductory essay.

In a follow up to the book, Doing Race in Social Studies (2015), this new volume addresses practical considerations of teaching about race within the context of history, geography, government, economics, and the behavioral sciences.

Race and racism are a foundational part of the global and American experience. With this idea in mind, our social studies classes should reflect this reality. Social studies educators often have difficulties teaching about race within the context of their classrooms due to a variety of institutional and personal factors. Doing Race in Social Studies: Critical Perspectives provides teachers at all levels with research in social studies and critical race theory (CRT) and specific content ideas for how to teach about race within their social studies classes. The chapters in this book serve to fill the gap between the theoretical and the practical, as well as help teachers come to a better understanding of how teaching social studies from a CRT perspective can be enacted. The chapters included in this volume are written by prominent scholars in the field of social studies and CRT. They represent an original melding of CRT concepts with considerations of enacted social studies pedagogy. This volume addresses a void in the social studies conversation about race—how to think and teach about race within the social science disciplines that comprise the social studies. Given the original nature of this work, Doing Race in Social Studies: Critical Perspectives is a much-needed addition to the conversation about race and social studies education.

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This title takes a skills-based approach, with each section suggesting general ideas to use in everyday classroom teaching, including specific examples of how these can be used with a variety of modules from elementary school through to high school.

This volume presents the first comparative analysis of racial attitudes in the formal schooling of both Britain and its former dominions and colonies. The various contributions examine the issue right across the British imperial experience e" with case studies ranging from Canada, Ireland, East and South Africa, through the Indian subcontinent to Australia and New Zealand. Racial indoctrination is considered from the perspective of both colonizer and colonized. The central theme throughout is that a racial hierarchy was taught through both curriculum and text in schools throughout the former British Empire.