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ERIC Number: EJ1161256
Record Type: Journal
Publication Date: 2017
Pages: 28
Abstractor: As Provided
ISSN: ISSN-0093-3104
Equity- and Tolerance-Oriented Teachers: Approaches to Teaching Race in the Social Studies Classroom
Martell, Christopher C.; Stevens, Kaylene M.
Theory and Research in Social Education, v45 n4 p489-516 2017
In this interpretative case study, the researchers examined the beliefs and practices of 10 self-identifying race-conscious social studies teachers. Using critical race theory as the lens, the researchers found that most of the teachers made race explicit in their classrooms by including race in units not typically considered race-related and focusing on the relationship between race and inequity. Additionally, while all of the teachers made race a central theme in their classrooms, there was a division between teachers who emphasized working against individual prejudice (tolerance-oriented) and against racial inequity (equity-oriented). This study adds to the growing research on teaching race in social studies and offers new evidence on how teachers present race and racism differently across school contexts.
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:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A