Protest and prayer: the Jewish and Catholic presence at Selma

2019 ◽  
Vol 14 (2) ◽  
pp. 238-254 ◽  
Author(s):  
Cory Callahan ◽  
Janie Hubbard
Keyword(s):  
Civil Rights ◽  
Social Studies ◽  
Civil Rights Movement ◽  
Visual Information ◽  
Domain Knowledge ◽  
Teaching And Learning ◽  
Voting Rights ◽  
Content Type ◽  
Public Issues ◽  
Teachers And Students

Purpose The recent motion picture Selma infused fresh interest – and controversy – into the political and emotional peak of America’s modern Civil Rights Movement. Ava DuVernay, the film’s director, faced criticism for her exclusion of the Jewish presence from the movie’s portrayal of the March 21, 1965 Voting Rights March. The recent attention presents a teachable moment and new energy for thinking deeply about this pivotal event in America’s past. The paper aims to discuss these issues. Design/methodology/approach The authors provide valuable historical domain knowledge surrounding the 1965 Voting Rights March, present the requisite plans and curriculum resources for implementing wise-practice instructional strategies, and explore the rationale underpinning the inquiry-based activities. Findings The authors share innovative approaches, at the secondary and elementary levels, integrating historical domain knowledge with renewed interest in the 1965 Voting Rights March to create powerful teaching-and-learning experiences. The approaches are innovative because they contain dynamic curriculum materials and reflect wise-practice use of historical photographs within the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. Practical implications The approaches shared here are centered around questioning, a key to student learning. The lessons feature the development of questions, both from teachers and students, as classes work collaboratively to interpret a potentially powerful historical photograph and use historical events to practice thinking deeply about important topics. Originality/value Social studies classrooms are ideal educational spaces to develop and practice the analytical skills and dispositions students need to meet the challenge of critiquing visual information that concerns complex public issues, such as the role of religion in society.

scholarly journals Collective memory and historical narratives: The African American civil rights movement

2021 ◽  
Vol 18 (2) ◽  
Author(s):  
Richard Hughes ◽  
Sarah Drake Brown
Keyword(s):  
African American ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Teaching And Learning ◽  
The United States ◽  
Primary Sources ◽  
Secondary Sources ◽  
Narrative Structures ◽  
Teachers And Students ◽  
African American Civil Rights

This study explores how undergraduates, as historical thinkers, learn to interact with history and construct their understanding of the past, and examines the role that primary and secondary sources play in narrative construction and revision. Using the African American civil rights movement as a content focus, participants used images to create initial narratives that reflected their understanding of the movement. Half the participants then read an essay on the movement written by a prominent historian, and the other half examined 18 primary sources that reflected the historian’s interpretation of the movement. Participants then each created a second narrative, again selecting images to depict their understanding of the movement. The results of the study suggest that even as students work with primary sources, they need an effective narrative framework based on recent scholarship to forge powerful counter-narratives that transcend outdated interpretations and historical myths. In terms of teaching and learning about the lengthy struggle for racial justice in the United States, simply encouraging teachers and students to ‘do history’ and conduct their own online research is unlikely to change persistent narrative structures that continue to enable and excuse systemic racism.

Integrating the C3 Framework in the social studies: an action research study

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meghan McGlinn Man ◽  
Jeffrey A. Greiner
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Teaching And Learning ◽  
Research Study ◽  
Classroom Teacher ◽  
Theory And Practice ◽  
Content Type ◽  
The Social ◽  
Teachers And Students ◽  
Action Research Study

PurposeThe C3 Framework is a recent example in a long history within the field of social studies education of efforts to engage teachers and students in inquiry-oriented teaching and learning. While there is some research regarding the efficacy of the inquiry design model (IDM) of the C3 Framework, few studies have sought to engage social studies teachers as coresearchers as they integrate the framework. This study addressed a persistent divide between the theory and practice of integrating inquiry in the social studies.Design/methodology/approachIn this study, a classroom teacher and a university-based researcher conducted a hybrid action research study to understand the instructional shifts that occur as the C3 Framework is fully implemented into instruction.FindingsBased on the findings, the authors present a theory of action to highlight key opportunities to shift instruction, while also acknowledging the factors that might mitigate those shifts. In particular, the authors focus on teacher decision-making and contextual factors that allow for and hinder the full integration of inquiry.Originality/valueThis study is unique in developing a hybrid action research/qualitative case study that provides insider knowledge related to improving social studies teaching and learning.

Federal Policy and the Racial Integration of Southern Industry, 1961–1980

1999 ◽  
Vol 11 (2) ◽  
pp. 147-178 ◽  
Author(s):  
Timothy J. Minchin
Keyword(s):  
Civil Rights ◽  
Federal Government ◽  
Civil Rights Movement ◽  
Jim Crow ◽  
Voting Rights ◽  
Racial Violence ◽  
Racial Integration ◽  
Single Issue ◽  
Civil Rights Era ◽  
Federal Intervention

In the last two decades, one of the central debates of civil rights historiography has concerned the role that the federal government played in securing the gains of the civil rights era. Historians have often been critical of the federal government's inaction, pointing out that it was only pressure from the civil rights movement itself that prompted federal action against Jim Crow. Other scholars have studied the civil rights record of the federal government by analyzing a single issue during several administrations. In this vein, there have been studies of the federal government's involvement in areas as diverse as black voting rights and racial violence against civil rights workers. These studies have both recognized the importance of federal intervention and have also been critical of the federal government's belated and half-hearted endorsement of civil rights.

Selma and the Place of Fiction in Historical Films

2018 ◽  
Vol 142 (1) ◽  
pp. 91-123
Author(s):  
Jeffrey Knapp
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
Voting Rights ◽  
Voting Rights Act ◽  
Hybrid Nature ◽  
Historical Film ◽  
Self Defense ◽  
Historical Films ◽  
Moral Certainty ◽  
Historical Reenactments

Every historical film must contend with the possibility that its viewers will be scandalized by its mixture of fact and fiction, but no recent historical film has faced such pressure to justify its hybrid nature as Selma has, in large part because no recent film has taken on so momentous and controversial a historical subject: the civil rights marches from Selma to Montgomery that led to the passage of the Voting Rights Act in 1965. The renewed urgency of the issues Selma dramatizes, along with the film’s own commitment to the “moral certainty” of the civil rights movement, helps explain why Selma wavers in a self-defense that links the fictionality of its historical reenactments to the purposely theatrical element of the marches themselves. But politics are not the only problem for fiction in Selma, and to show why, this essay compares Selma to an earlier historical film, The Westerner (1940), that openly flaunts the commercial nature of its fictionality.

“Women know how to get things done”: narrative of an intersectional movement

2017 ◽  
Vol 12 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Amanda Elizabeth Vickery
Keyword(s):  
Civil Rights ◽  
Social Studies ◽  
African American Women ◽  
Design Methodology ◽  
Content Type ◽  
American Women ◽  
Know How ◽  
Civil Rights Organizations ◽  
The Social ◽  
The World

Purpose The purpose of this paper is to explore how African-American women, both individually and collectively, were subjected to both racism and sexism when participating within civil rights organizations. Design/methodology/approach Because of the intersection of their identities as both African and American women, their experiences participating and organizing within multiple movements were shaped by racism and patriarchy that left them outside of the realm of leadership. Findings A discussion on the importance of teaching social studies through an intersectional lens that personifies individuals and communities traditionally silenced within the social studies curriculum follows. Originality/value The aim is to teach students to adopt a more inclusive and complex view of the world.

Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years

2015 ◽  
Vol 115 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Judith Roberts
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Initial Evaluation ◽  
Growing Up ◽  
Web Based ◽  
Content Type ◽  
Teachers And Students

Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.

Bats and grammar: developing critical language awareness in the context of school reform

2018 ◽  
Vol 17 (4) ◽  
pp. 281-297 ◽  
Author(s):  
Meg Gebhard ◽  
Holly Graham
Keyword(s):  
School Reform ◽  
Teaching And Learning ◽  
Student Writing ◽  
Power Dynamics ◽  
Language Awareness ◽  
Content Type ◽  
Teachers And Students ◽  
The Usa ◽  
Critical Language Awareness ◽  
Teachers Professional Development

Purpose This paper aims to analyze how middle schoolers developed a critical awareness of language while participating in a curricular unit informed by systemic functional linguistics (SFL). This unit was developed to understanding and taking action to protect a local bat population in the context of school reforms shaping teaching and learning in the USA. It was designed to support a heterogeneous class of seventh graders in learning to read scientific explanations, write letters to government officials and develop a functional metalanguage to support them in analyzing how language simultaneously constructs ideas, enacts power dynamics and manages the flow of information in disciplinary texts. The questions guiding this study are: How do students use SFL metalanguage in text production and interpretation practices? Do their uses of SFL metalanguage support critical language awareness and reflection? And, if so, in what ways? Design/methodology/approach This study uses ethnographic methods to conduct teacher action research. Data include classroom transcripts, student writing samples and interviews. Findings The findings illustrate how students engaged with SFL, often playfully, to create their own student-generated functional metalanguage in highly productive ways. Research limitations/implications This study contributes to a growing body of scholarship that suggests SFL metalanguage can provide teachers and students with a powerful semiotic toolkit that enables them to navigate the demands of teaching and learning in the context of the Standardization and Accountability movement. Practical implications This study has implications teachers’ professional development and students’ disciplinary literacy development in the context of school reform. Originality/value To date, few studies have explored how students take up and transform SFL metalanguage into a tool for critical reflection, especially adolescents.

Selecting and designing visual curriculum materials for inquiry-based instruction

2019 ◽  
Vol 14 (3) ◽  
pp. 321-334
Author(s):  
Cory Callahan ◽  
James B. Howell ◽  
Lamont E. Maddox
Keyword(s):  
Social Studies ◽  
Visual Information ◽  
Teacher Educators ◽  
Thinking Skills ◽  
Curriculum Materials ◽  
Multimodal Learning ◽  
Content Type ◽  
Written Information ◽  
Digital Collection ◽  
Based Instruction

Purpose Visual documents (e.g. maps, editorial cartoons, historical photographs, portraits, documentary films, historically-based movies, etc.) are common curriculum resources within social studies classrooms; however, only recently scholars have begun to systematically research ways to more authentically and powerfully center instruction around visual documents. Here, the purpose of this paper is to synthesize relevant lines of inquiry into research-based, wise-practices for selecting and designing visual curriculum materials to help social studies students and teachers think about social phenomenon deeply and in more disciplinary-specific ways. Design/methodology/approach The authors share recent scholarship that has posited explanations for why visual data tend to afford learners especially powerful opportunities to think critically about the world around them. Throughout the discussion, the authors integrate applicable research-based principles that can guide the selection and design of visual curriculum materials. Findings Scholars have suggested that visual documents are rarely introduced in educational settings as a means to develop the thinking skills of decoding, interpreting and evaluating pictorial information. The authors argue that these skills are vital civic competencies because the creation and critique of non-written information often mediates modern public issues and social identities. Research limitations/implications Informed by strong, consistent research into multimodal learning, visual literacy and the cognitive sciences, the wise-practice scaffolding suggestions the authors provide may help professionals with an interest in social studies education to synthesize theory-based suggestions with practice-based implementations as it concerns visual documents. The authors hope the guidance shared here helps teachers, teacher educators and curriculum designers produce high-quality resources that will engage contemporary students and help them develop civic competence. Originality/value First, the authors posit a research-based template, or planning checklist, of wise-practice suggestions to help social studies teachers, teacher educators and curriculum designers select visual documents. The authors then share several digital collection archives that teachers can visit to locate powerful visuals and describe research-based suggestions for designing them for dynamic implementation. Finally, the authors argue for more deliberative space in the social studies curriculum and classroom time for teachers to explore the educative power of centering inquiry-based instruction around visual information.

Enabling leadership: Whitney Young, Jr as dramaturgical director of the US civil rights movement

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
John H. Humphreys ◽  
Milorad M. Novicevic ◽  
Stephanie S. Pane Haden ◽  
Md. Kamrul Hasan
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
Social Transformation ◽  
Future Research ◽  
Relational Leadership ◽  
Content Type ◽  
Secondary Sources ◽  
Adaptive Processes ◽  
Persuasive Argument ◽  
The 1960S

Purpose Uhl-Bien and Arena (2018) presented a persuasive argument for recognizing the concept of enabling leadership as a critical form of leadership for adaptive organizations. This study aims to narratively explore the concept of enabling leadership in the context of social complexity. Design/methodology/approach To explore how leaders enable adaptive processes, Uhl-Bien and Arena (2018) called for future research using in-depth case studies of social actors centered on emergence in complex environments. In this in-depth case study, the authors pursue theory elaboration by using a form of analytically structured history process to analyze primary and secondary sources. Findings During archival research of Whitney Young, Jr’s largely overlooked and misunderstood leadership in the historic social drama of the 1960s US civil rights movement, the authors discovered compelling evidence to support and extend the theoretical arguments advanced by Uhl-Bien and Arena (2018). Research limitations/implications The reflexivity associated with interpretive case approaches confronts the issue of subjectivism. The authors ask readers to judge the credibility of their arguments accordingly. Originality/value Using a relational leadership-as-practice lens, the authors interpret the dramaturgical performance Whitney Young, Jr directed to facilitate coherent emancipatory dialogue, affect the social construction of power relations and enable the adaptive space needed for social transformation to emerge.

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