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Abstract
In this paper I analyze learning communities of color of the past and present and how they resist the dominant White narratives of racial progress and consensus in their social studies teaching, both in curricula and in praxis/structure. I will use the frameworks of Critical Race Theory, Critical Pedagogy, and Toni Morrison's term Re(Memory) to explore what has been necessary to make for such environments and what stands in their way. I will look at historical examples in California and contemporary examples in New York. I also include anecdotes of how to flip the script on dominant racial narratives. I hope to argue that we need to pair school reform with analyses of extra-institutional spaces if we want to continue the revolutionary ideals of the 60s.
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Peer Reviewed
Not Reviewed
Publication Date
2014-01-01
English
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