The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
When Oppression and Liberation Are the Only Choices: The Representation of African Americans within State Social Studies Standards
Abstract
This study seeks to understand the ways nine states represent African Americans within their standards for U.S. History. Previous research on the effects of high-stakes assessment on social studies educators suggests teachers align their instruction with information found in state standards. Therefore, an understanding of the way African Americans are represented in state standards may lead to a better understanding of how teachers portray African American history in their classrooms. The states included in the study, California, Georgia, Indiana, New York, North Carolina, Oklahoma, South Carolina, and Virginia, all annually assess students and teachers though end-of-course assessments. For each set of standards, all references to African Americans were coded and then categorized. Additionally, all references to individual African Americans were noted and analyzed for patterns. The results suggest that the states tend to focus on instances and individuals associated with African American oppression or liberation and largely avoid societal and cultural contributions. Therefore, it is suggested that states reframe their standards to include more explicit references to cultural accomplishments of African Americans.
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“Journell (2008) finds that states' focus on African Americans is limited to slavery, segregation, and the Civil Rights Movement, further limited to “oppression and emancipation [without including information on] culture and contribution” (p.43).”
From A Critical Pedagogy of Place (2013) · cites this paper as Journell (2008)
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“Journell points out that Georgia's state standards do not include slavery and human rights, contributions to labor and war efforts, factions of the Civil Rights Movement, or post-Civil Rights contributions (p.50) while these areas are represented in other states' standards, including California, New York, North Carolina, and Virginia.”
From A Critical Pedagogy of Place (2013) · cites this paper as Journell (2008)
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Cutts, Q. M. (2013) · Journal of Curriculum Theorizing · doi:10.63997/jct.v28i3.387 · Cited by 16
Metadata
- Authors
- Journell, W.
- Affiliations
- University of Illinois at Urbana-Champaign
- Venue
- The Journal of Social Studies Research
- Publisher
- SAGE Publications
- Published
- 2008-04
- Volume
- 32
- Issue
- 1
- Pages
- 40-50
- ISSN
- 0885-985X
- 2352-2798
- Cited by
- 42
- References
- 1
- Language
- en
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