Annals of Social Studies Education Research for Teachers
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“We deh yah”: Recognizing the diversity of Black Canadians through curriculum
Get PDFIn August 2022, Garvin Yapp, a 57-year-old migrant farm worker from Jamaica, was killed while working on a tobacco farm in Ontario, Canada. Yapp’s untimely and preventable death came just days after Jamaican farm workers penned a letter comparing their working conditions in Southern Ontario to “systematic slavery.” What was glaringly missing were accounts of the experiences of Black immigrants, like Yapp or my grandmother, who represent a large percentage of Black Canadians. Their stories and our stories were missing. When in reality, “We deh yah!” ). Black immigrants, specifically those from the eastern Caribbean, are a notable part of Canada’s history and present yet the Canadian curriculum often essentializes the Black American experience as representative of Black Canadians. While Black Canadians born in the US are an important part of the Black Canadian population, this essentialization of Black Canadians obscures the lived realities of Black Canadians who often experience antiblackness that is shaped by their intersectional identity, related to citizenship, language, and socioeconomic status. Thus, to truly apprehend and challenge the manifestation of antiblackness in Canada, it is imperative to recognize and understand the diversity of Black Canadians. This article offers two things educational stakeholders, like teachers, should consider in order to work towards recognizing the diversity of Black Canada
 
Teaching About Black Lives...Everywhere
Get PDFIf we are to truly realize a vision of a more democratic society, then teaching about Black life and in particular Black Lives Matter, should not constitute a radical act, but rather a moral imperative for social studies educators. Furthermore, when we say [and teach] Black Lives Matter, the Black Diaspora reminds us “to articulate and transcend nation-state boundaries” (Paschel, 2017, p. 28)
Black Lives Matter at School and Social Studies Education: Paying Down the Education Debt Owed to Black People
Get PDFWhat does it mean to teach for Black lives when state governments are passing laws that prevent teachers from discussing race and gender? How can public education pay down the educational debt owed to BIPOC (Black, Indigenous, and People of Color) children and their families when elected officials are prioritizing protecting whiteness at their expense? What role can social studies educators play in reducing the debt and promoting educational justice for racialized students? Educators have a responsibility to use their privilege and power to challenge those who use education as a weapon against the marginalized and oppressed. The Black Lives Matter at School (BLMAS) movement is offered as a space for public education in general, and social studies educators in particular, to enact what it means to teach for Black lives
Teaching through Black History: An overview of Black Historical Consciousness
Get PDFHistory is one of the most undesirable subjects for Black students. The reason is not that Black students are apathetic towards the past; it is the lack of and/or coverage of Black history in U.S. and World history courses. Black students clammer to learn Black history (Noldon, 2007; Thornhill, 2016; Woodson, 2015). While evidence suggests that Black history increases Black student engagement and is psychologically beneficial (Boutte & Strickland, 2008; Chapman-Hilliard & Adams, 2016), these students are left disappointed with teachers who are incapable of teaching the subject. This paper responds to those concerns by outling a Black history framework that enhances the learning and teaching of Black history education. 
Mutual Aid, Cooperatives, and Abolition : Reimagining Economics through, for, and of Racially Marginalized Communities
Get PDFMy research reimagines economics education based in the material realities of marginalized communities of color, and building upon the strategies arising from those communities to thrive and survive. Three of these strategies include mutual aid, cooperatives, and an abolitionist framework, which all emphasize marginalized groups working in solidarity to meet the needs of everyone in the community.  
What Does a Crash Sound Like? How We Should Teach Crashing Economies
Get PDFThis reflection plays with the idea of a crash as a metaphor and as a way of thinking about economic crashes. More importantly, it challenges teachers to consider the use of economic thinking in an uncertain and chaotic world
Seeking New Stories: Introduction to the Special Issue on Rethinking Economics After the Crash
Get PDFParadigm shift: Three orientations for economics education after a crash
Get PDFEconomics education needs a paradigm shift given the failure of traditional models to address the root causes of systemic injustice accurately and humanely. After summarizing some existing research that critiques existing economic education practices and offers new paradigms for teachers and students to consider, three new orientations for economic education are offered. Economic education should start with students, build from the bottom up, and critique official knowledge
