Social studies teacher educators who do race work: A racial-pedagogical-content-knowledge analysis
SB Demoiny - Social Studies Research and Practice, 2018 - emerald.com
Social Studies Research and Practice, 2018•emerald.com
Purpose The purpose of this paper is to explore how 11 social studies teacher educators
(SSTEs) incorporated race into their social studies methods courses. It examines the
instructional practices of the SSTEs using racial-pedagogical-content-knowledge (RPCK) as
an analytical framework. Design/methodology/approach The paper is a qualitative interview
study. The data sources included two 40–90 min semi-structured interviews per participant,
methods course syllabi and reading lists, and university documents such as departmental …
(SSTEs) incorporated race into their social studies methods courses. It examines the
instructional practices of the SSTEs using racial-pedagogical-content-knowledge (RPCK) as
an analytical framework. Design/methodology/approach The paper is a qualitative interview
study. The data sources included two 40–90 min semi-structured interviews per participant,
methods course syllabi and reading lists, and university documents such as departmental …
Purpose
The purpose of this paper is to explore how 11 social studies teacher educators (SSTEs) incorporated race into their social studies methods courses. It examines the instructional practices of the SSTEs using racial-pedagogical-content-knowledge (RPCK) as an analytical framework.
Design/methodology/approach
The paper is a qualitative interview study. The data sources included two 40–90 min semi-structured interviews per participant, methods course syllabi and reading lists, and university documents such as departmental mission statements and program course requirements. Data were analyzed using three cycles of coding: descriptive coding, focused coding and analytic generalizations.
Findings
The paper illustrates how the SSTEs incorporated race into their social studies methods courses through developing counter-narrative content knowledge, modeling the application of critical race theory tenets through pedagogical content knowledge, and cultivating a working racial knowledge among pre-service teachers.
Originality/value
This paper extends the literature of the RPCK framework through illustrating many ways each component of RPCK can be applied within a social studies methods course.
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