ERIC Number: EJ1359397
Record Type: Journal
Publication Date: 2022
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2690-9251
EISSN: N/A
An "Unspeakable" Act: Disciplinary Literacy, Racial Literacy, and the Tulsa Race Massacre
Clabough, Jeremiah C.; Sheffield, Caroline C.
Research Issues in Contemporary Education, v7 n3 p67-103 Spr-Sum 2022
A current topic in U.S. public schools is teaching issues of racial discrimination in American history. There are those motivated by political gain for elected office that are trying to shut down conversations about slavery and Jim Crow segregation laws in K-12 schools while others point out the central role that race has played in U.S. history and stress our schools must explore such topics. In this article, we focus on a one-week project with the Tulsa Race Massacre implemented in a sixth grade U.S. history class at a free public charter school in a mid-size Southern city. The conceptual framework of our project was an emphasis on disciplinary literacy skills and the inquiry-based teaching practices argued for in the C3 Framework by the National Council for the Social Studies (NCSS). We coded students' essays summarizing the Tulsa Race Massacre. Seven themes emerged from coding students' essays, which we discuss with excerpts from their work. Finally, we offer a discussion section to reflect on the findings from students' essays and suggest future areas of scholarship with the Tulsa Race Massacre.
Descriptors: Racial Attitudes, Racism, Literacy, Racial Discrimination, United States History, African American History, History Instruction, Slavery, Elementary School Students, Grade 6, Social Studies, Violence, Essays, Writing Assignments, Reading Materials, Books
Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A