Reality and Rationalization: Insights on Rural Teachers' Efforts to Build Racial Literacy

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  • Author(s): Andrea M. Hawkman (ORCID Andrea M. Hawkman (ORCID 0000-0002-4937-2468); Natasha C. Murray-Everett
  • Language:
    English
  • Source:
    Educational Studies: Journal of the American Educational Studies Association. 2024 60(2):216-233.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      18
    • Education Level:
      Elementary Secondary Education
    • Subject Terms:
      Racism; Rural Schools; Knowledge Level; Critical Race Theory; Social Studies; Teacher Attitudes; Teaching Methods; Consciousness Raising; Elementary Secondary Education; Controversial Issues (Course Content)
    • Accession Number:
      10.1080/00131946.2024.2305769
    • ISSN:
      0013-1946
      1532-6993
    • Abstract:
      Racism remains endemic and pervasive throughout the United States, its institutions, structures, and systems. And yet, efforts to build racial literacy have been widely absent in K-12 educational institutions. Research exploring the racial pedagogical decision making of teachers is essential for disrupting systemic educational inequalities brought on by white supremacy. Drawing on scholarship focused on racial literacy, critical race theory, and rural education, this study explored the racial literacy and racialized teaching of ten rural social studies teachers. Findings illustrate that teachers embodied racial literacy in two ways: rooted in reality and as rationalization. This research also reveals the tensions, affordances, challenges, and opportunities of teaching for racial literacy teaching in rural classrooms.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1420950