Location
Undergraduate Student Research (Session 5 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
Abstract
The purpose of this paper is to examine the existing research on anti-racist education and then synthesize that information to develop strategies that teachers can use to promote tolerance in their classrooms. Review of the literature in this area reveals gaps in current curriculum and teaching practices. The literature on teaching tough topics concludes that difficult subjects should be used as a guide for discussion. The design of this study is to create four tolerance-centered lesson plans using the Inquiry Design Model (Grant, 2017). This model highlights key ideas of a topic, presents three supporting questions related to the topic, and concludes with steps to take informed real-life action based on the content that was taught. Each lesson plan will be centered around one of Teaching Tolerance’s four domains of social justice education; identity, diversity, justice, and action (Southern Poverty Law Center, 2016). These four lesson plans are designed to be used in elementary classrooms, particularly grades three through five. However, they could be adapted to fit the needs of any grade level. The goal of my research is to provide comprehensive tolerance focused lesson plans that include specific teaching strategies that teachers can implement in their classrooms.
Keywords
anti-racist, inquiry design model, teaching tolerance, lesson planning
Professional Bio
I am Madison Setchell a graduating senior in Secondary Education and working under the direction for Dr. Bob Lake. As an honors students this project serves as my capstone research and I looking forward to the opportunity to share.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Setchell, Madison, "The Classroom as a Catalyst for Change: Anti-Racist Pedagogy in the Upper Elementary Classroom" (2020). Georgia Educational Research Association Conference. 63.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/63
Included in
The Classroom as a Catalyst for Change: Anti-Racist Pedagogy in the Upper Elementary Classroom
Undergraduate Student Research (Session 5 Breakouts)
Abstract
The purpose of this paper is to examine the existing research on anti-racist education and then synthesize that information to develop strategies that teachers can use to promote tolerance in their classrooms. Review of the literature in this area reveals gaps in current curriculum and teaching practices. The literature on teaching tough topics concludes that difficult subjects should be used as a guide for discussion. The design of this study is to create four tolerance-centered lesson plans using the Inquiry Design Model (Grant, 2017). This model highlights key ideas of a topic, presents three supporting questions related to the topic, and concludes with steps to take informed real-life action based on the content that was taught. Each lesson plan will be centered around one of Teaching Tolerance’s four domains of social justice education; identity, diversity, justice, and action (Southern Poverty Law Center, 2016). These four lesson plans are designed to be used in elementary classrooms, particularly grades three through five. However, they could be adapted to fit the needs of any grade level. The goal of my research is to provide comprehensive tolerance focused lesson plans that include specific teaching strategies that teachers can implement in their classrooms.
