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Racial individualism in middle school : How students learn w...

Total de citas: 11

Artículo citado
Equity- and Tolerance-Oriented Teachers : Approaches to Teaching Race in the Social Studies Classroom (2017) Vol. 45 Núm. 4 Pág. 489-516
Deliberation can wait : How civic litigation makes inquiry critical (2021) Vol. 49 Núm. 3 Pág. 418-448
Villainification and Evil in Social Studies Education (2017) Vol. 45 Núm. 4 Pág. 427-455
“I look deep into this stuff because it’s a part of me” : Toward a critically relevant civics education (2020) Vol. 48 Núm. 2 Pág. 161-181
Interpretive frames for responding to racially stressful moments in history discussions (2020) Vol. 48 Núm. 3 Pág. 321-345
Race and histories : examining culturally relevant teaching in the U. S. history classroom (2013) Vol. 41 Núm. 1 Pág. 65-88
Slavery, the Civil War Era, and African American Representation in U.S. History : An Analysis of Four States´Academic Standards (2011) Vol. 39 Núm. 3 Pág. 393-415
Learning to think politically : Toward more complete disciplinary knowledge in civics and government courses (2015) Vol. 43 Núm. 1 Pág. 28-67
Missing In Interaction: Diversity, Narrative, and Critical Multicultural Social Studies (2001) Vol. 29 Núm. 1 Pág. 43-64
Pedagogies of Naming, Questioning, and Demystification : A Study of Two Critical U.S. History Classrooms (2018) Vol. 46 Núm. 2 Pág. 277-317
“Daniel was racist” : Individualizing racism when teaching about the Civil Rights Movement (2019) Vol. 47 Núm. 3 Pág. 396-425