Emergency Remote Learning: Seeing, Understanding and Disrupting Racism

Authors

  • Linda Doornbos Oakland University, Rochester, Michigan

Keywords:

social studies, inquiry-based learning, historical thinking, counter narratives

Abstract

COVID-19 shut down our university and sent us into remote learning. My elementary social studies methods’ teacher candidates and I sought to make sense of the ensuing chaos. Fueled by the threat of COVID-19 and growing issues of racism, I designed a focused, inquiry-based lesson using the Inquiry Design Generator of the C3 Framework (NCSS, 2013) to revisit our work in Takaki’s (2012) A Different Mirror for Young People: A History of Multicultural America. The inquiry invited the teacher candidates to grasp the significance of the past in shaping the present, and to engage in informed action using children’s literature. 

Author Biography

Linda Doornbos, Oakland University, Rochester, Michigan

Linda Doornbos is an assistant professor of elementary social studies at Oakland University in Rochester, Michigan. Professor Doornbos formally spent 28 years teaching in multiple contexts and at different grade levels. She is deeply committed to educating teacher candidates to be responsive and responsible teachers and leaders in a culturally diverse and complex world. Her research work is grounded in supporting teachers as learners and builders of inclusive learning communities, and in investigating pedagogy that enhances the teaching and learning of powerful social studies. 

Downloads

Published

2020-08-12

Issue

Vol. 10 No. 2 (2020)

Section

Essays

License

The Journal of International Social Studies, the Official Publication of The International Assembly (IA) of the National Council for the Social Studies (NCSS) will retain the copyright of all published items. Users are free to read, download, copy, distribute, print, search, or link to the full texts of articles, and remix, transform, and build upon the materials for any purpose, provided that attribution is given.