Emergency Remote Learning: Seeing, Understanding and Disrupting Racism

Linda Doornbos


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. 


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

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