Document Type
Article
Abstract
Social studies classrooms and curricula have long been localized battlegrounds of broader cultural and political conflicts (Nash et al., 2000). These proxy conflicts—about what counts as history and whose history is taught to whom and why—have more recently evolved from brushfire conflicts to full-scale hot wars as local and state governmental actors have become more involved. Several state legislatures have introduced restrictions on teaching race, gender, and identity and increased demands for transparency in instructional content. More recently, in a 2024 executive order, President Donald Trump issued an executive order prohibiting governmental support for diversity, equity, inclusion, and justice efforts. The stakes for educators have never been higher. This article aims to offer social studies teachers a toolbox with which they may more effectively navigate this challenging landscape while continuing emphasize meaningful and inclusive education.
Recommended Citation
Kessner, Taylor M.; Kaka, Sarah J.; Francis, Anthony Tuf; and Kennett, Katrina
()
"Navigating “Divisive” Issues in Social Studies Education: Practical Guidance for Teachers,"
The Councilor: A National Journal of the Social Studies: Vol. 88:
No.
2, Article 2.
Available at:
https://thekeep.eiu.edu/the_councilor/vol88/iss2/2
AI Statement
We used AI as an intellectual partner. We uploaded our own, non-AI-supported work and asked it to generate outline options. We then discussed these outlines among ourselves, making adjustments where needed. The final product was written by the human scholarship team.