Feeling race in the social studies classroom: a self-study

Abstract

PurposeThe purpose of this self-study is to investigate how critically examining our emotions as social studies teacher educators (SSTEs) can inform practice and further the project of moving race from the margins of social studies curricula.Design/methodology/approachThis self-study's design includes the use of multiple data collection methods and continuous dialogue with Chris who served as Macy's critical friend. The authors independently analyzed the data following the same procedure with each data set and then utilized a constant comparative method to reconcile our coding.FindingsThe findings point to the importance of critical emotional reflexivity in any effort to reposition race as central rather than peripheral to teaching and learning social studies content.Originality/valueThis study is not under review with another journal.