Date of Award:
5-2024
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
School of Teacher Education and Leadership
Committee Chair(s)
Sherry Marx
Committee
Sherry Marx
Committee
Amy Wilson-Lopez
Committee
Steven Camicia
Committee
Sarah Braden
Committee
Marisela Martinez-Cola
Abstract
With the growing population of linguistically, racially, and culturally diverse students in U.S. public schools, there is increasing disjuncture between current standardized policies and practices and the varied ways of knowing, being, and languaging of heterogeneous youth. Social studies researchers and educators have implemented culturally responsive, relevant, and sustaining pedagogies as tools to combat inequities within schooling for linguistically minoritized youth. To explore how the field of social studies has operationalized these pedagogies in research and practice, I conducted a critical interpretive synthesis of literature from 1995-present. In so doing, I used a raciolinguistic theoretical perspective to explore how social studies scholarship has accounted for issues of race, language, and Whiteness within their. conceptualizations and enactments of the pedagogies. Findings from this synthesis indicate that Whiteness persists within social studies research and practice that deem White mainstream language as the most appropriate language for social studies learning. Suggestions for future scholarship include problematizing conceptions of culture, monolingualism, and academic language; placing the onus of linguistic and literate change on researchers and educators; and confronting the racialization of linguistically minoritized youth through the enactment of anti-colonial language research and practice in the social studies.
Checksum
7195f753f47f0877ecfb46245ab05941
Recommended Citation
Washburn, Karen H., "Hearing Race in the Social Studies: A Critical Interpretive Synthesis of Culturally Responsive, Relevant, and Sustaining Pedagogies" (2024). All Graduate Theses and Dissertations, Fall 2023 to Present. 128.
https://digitalcommons.usu.edu/etd2023/128
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