Racism-Foundational 1: Difference between revisions
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[https://www.sciencedirect.com/science/article/abs/pii/S1353829221001143 by Laura Kihlström 7/21 ScienceDirect] | [https://www.sciencedirect.com/science/article/abs/pii/S1353829221001143 by Laura Kihlström 7/21 ScienceDirect] | ||
The United States lags in life expectancy compared to most of the world's similarly wealthy nations, driven by pronounced regional disparities particularly between the South and the rest of the country. The U.S. South has a violent history of lynchings of Black Americans by White mobs after the ending of slavery and up to the Civil Rights Era. Building on critical race scholarship, the objective of this study was to determine whether there exists an association between historical lynchings and overall life expectancies in the U.S. | The United States lags in life expectancy compared to most of the world's similarly wealthy nations, driven by pronounced regional disparities particularly between the South and the rest of the country. The U.S. South has a violent history of lynchings of Black Americans by White mobs after the ending of slavery and up to the Civil Rights Era. Building on critical race scholarship, the objective of this study was to determine whether there exists an association between historical lynchings and overall life expectancies in the U.S. | ||
=====The case for leveraging multiple resource pedagogies: Teaching about racism in a secondary history classroom===== | |||
[https://www.sciencedirect.com/science/article/abs/pii/S0742051X21002924 by Eliana Castro 1/22 ScienceDirect] | |||
This qualitative case study analyzes how one secondary history teacher enacted three resource pedagogies to teach about systemic racism and encourage his students to explore the topic. Drawing on observations, meetings, and interviews, the paper illustrates the affordances of culturally responsive, culturally relevant, and culturally sustaining practice, especially when leveraged together. | |||
