TheNewYorkTimes. (2015). A Conversation About Growing Up Black | Op-Docs | The New York Times. Retrieved December 10, 2020, from https://www.youtube.com/watch?v=rSAw51caEeg

This short documentary produced by The New York Times provides a close-up look at the daily struggles, fears, threats, and discrimination young black men, including young black boys, continue to face in their everyday lives. This video offers viewers an intimate glimpse into the challenges that these young men have been experiencing, simply because of the way others perceive them because of their skin color. This short documentary is especially powerful for those who are not racial minorities or racially marginalized groups, as many of the challenges, worries, and realities that these young men and boys describe may be completely foreign to those with a different skin color. This short documentary is an excellent resource for social studies teachers to bring into their classroom, in order to provide students who may not be aware of these issues, with firsthand accounts of systemic racism, discrimination, and oppression. Teachers can bring this short video into their classrooms to supplement discussions on systemic racism, racial stereotyping, or racial oppression. Teachers may also use this video to introduce an activity, assignment, or lesson that deals with similar issues either historically or in our present day.

BCTF. (2020). Racism in Canada: Secondary Lesson Plans. From https://bctf.ca/uploadedFiles/Public/SocialJustice/Issues/Antiracism/RacismInCanadaSec.pdf

This document is a collection of three lesson plans on the subject of racism in Canada published by the BC Teacher’s Federation, particularly during the First and Second World War. These lesson plans provide clear learning outcomes and objectives for students, and look at different historical events in looking at racism and racial discrimination in Canadian society during this period. These lesson plans do not go into depth about the greater themes of systemic racism, race as a social construct, anti racism versus non racism etc. However, they can nevertheless be beneficial for social studies educators who hope to incorporate some activities and assignments that center around these issues of racism and discrimination in Canada’s recent history.

BCTF. (2018). Show Racism the Red Card – Multicultural and Anti-Racist  Education. From https://bctf.ca/uploadedFiles/Public/SocialJustice/Issues/Antiracism/2018%20Show%20Racsim%20the%20Red%20Card%2020180223-web-sm.pdf

“Show Racism the Red Card – Multicultural and Anti-Racist Education” is a compilation of  many different lesson plans and activities for both elementary and secondary school students, that are aimed at promoting a multicultural and anti-racist education. The activities and lesson plans are well articulated for educators to know what grades they should be used for, what resources are needed, the time frame etc. These lessons and activities range from short exercises that explore key themes/issues including oppression, discrimination, racism etc, to longer discussions and whole class lessons on these greater issues. While these lesson plans and activities are not specific to certain content objectives, they may be incorporated throughout the course, in order to focus on greater themes of multiculturalism, anti racism, and equity.

Dr. Anh, C. et al. (2020). Anti-Oppression/Anti-Racism Resources for Educators. Queen’s University: Faculty of Education. From https://educ.queensu.ca/sites/webpublish.queensu.ca.educwww/files/files/ScholarStrike%20Resources%20FINAL1.pdf

This extensive educator’s guide offers activities, resources, lessons, and literature for elementary, secondary, and even post-secondary educators to use when teaching about anti-racism, anti-oppression, and many other issues of a similar nature. While only a small section of this educator’s guide is fitting for secondary school educators, the resources and activities provided can be very impactful, beneficial, and significant for students in promoting these difficult discussions and conversations. This is not a BC guide, thus the resources are not specific for the BC curriculum. However, BC social studies educators can apply the lessons and resources offered on this guide in a way that would suit the BC curriculum, whilst ensuring that students are discussing, learning about, and partaking in activities and exercises that explore these critical themes and issues in our society.

Voices Into Action. (2014). Fast-Fighting Antisemitism Together. Retrieved December 10, 2020, from https://www.voicesintoaction.ca/Home?_role=student

This website provides educators with curriculum-centered resources, materials, lesson-plans, and activities aimed to educate students about the issues of discrimination, social justice, racism, and oppression. Voices Into Action provides teachers with concrete lessons organized by unit, that focus on both historic and contemporary human rights injustices. Not only does this website provide detailed lesson plans, activities, discussions, and materials suitable for social studies teachers, but it is a Canadian resource thus these lessons and materials all focus on these issues in our national context. This website contains both a student and educator portal, making it very convenient for educators to assign certain activities, readings, or discussion questions to students, and use the teacher’s portal to access specific lesson plans that fit the grade they are teaching. BC educators can use the lesson plans, unit outlines, or activities with various grade levels, by catering the wide variety of materials  provided to the subject area, topic, or time period they are teaching. As these materials are not directly connected to the BC curriculum, social studies teachers who use this resource should ensure that they are still meeting the curricular and core competencies outlined in the BC curriculum.

Thomas, A. (2017). The Hate You Give. HarperCollins.

Angie Thomas’s novel, The Hate You Give, is a young adult text that follows a 16-year old African-American girl named Starr, who lives a divided life as she grows up in a predominantly black, lower socioeconomic neighborhood, while attending an elite, predominantly white private school. When Starr witnesses her black friend get shot and killed by a white police officer,  she begins to uncover the true oppressive, unjust, systemically racist society she lives in. This novel centers around themes of racial profiling, systemic racism, “blackness”, and racial poverty in America. Aside from being a dynamic novel for young adults, Thomas’s text explores these key social justice themes that are very applicable in our society today.

This novel is  an excellent resource for educators to bring into a classroom, as it can elicit extensive discussions on important social justice themes such as racial profiling, systemic racism, race and identity, racial poverty cycles and more. While this novel would likely be better suited in an English Language Arts classroom (ie. a Literary Studies 10-12, class), social studies educators may choose to bring this fictional novel into their classroom, particularly in a Social Justice 11-12 unit focusing on systemic/institutionalized racism and racial violence. Teachers may choose to bring this resource into their classrooms as there is a movie adaptation of this novel, thus students can read the novel and subsequently watch the film. This novel would be best suited for senior grades, 10-12, as it deals with some mature, difficult content, and requires deeper analysis for students to truly recognize the various issues, themes, conflicts, and social justice factors presented.

Angelou, Maya (1983). “Caged Bird.” From Shaker, Why Don’t You Sing?. Penguin Random House LLC. Retrieved from https://www.poetryoutloud.org/poem/caged-bird/

Maya Angelou’s poem, “Caged Bird” uses an extended metaphor of two birds, one who is “free” and one who is “caged”, to symbolize the different lives, opportunities and experiences  of white and black Americans. Angelou uses imagery, symbolism, and powerful language to present a stark contrast between the experience of the privileged bird who is “free”, and the suffering caged bird who is desperate to experience the same level of freedom. This poem does not directly include language pertaining to racism or racial oppression, thus readers must understand the meaning behind these extended metaphors, and reflect on what the experiences of these two birds with vastly different experiences truly symbolize and represent. As “Caged Bird” does not explicitly touch on issues of race, systemic racism or racial oppression like Tiana Clark’s poem does, teachers should provide students with supplementary information on the poet, and context behind the poem itself. Teachers may wish to incorporate a pre-reading activity or discussion, in order to preface this text and have students thinking about these larger themes and social justice issues. Students in both social studies or ELA classes can use this poem to explore extended metaphors and symbolism to highlight real world issues and conflicts such as racial inequity and systemic racial oppression. By incorporating this poem into a social studies or English Language Arts class, students can analyze how various literary forms, including poetry, can be used to promote anti racism and combat systemic racism, oppression, and discrimination in our society.

Clark, T. (2018). “The Ayes Have It.” From I Can’t Talk About the Trees Without the Blood. University of Pittsburgh Press. Retrieved from https://www.poetryinvoice.com/poems/ayes-have-it  

Tiana Clark’s “The Ayes Have It”, is a powerful poem in which the speaker details their perspective on racism, growing up with a mixed race identity, the history of America’s racist South, and the generational impact that this racist history continues to have. This poem highlights the struggles of mixed race individuals, and the difficulty in separating one’s personal life from what they see in the media when it comes to race relations and systemic racism. The speaker denies the notion that there may be a “post racial America”, by emphasizing the systemic racism that has led to far too many tragedies like the deaths of Trayvon Martin and Emmett Till, so many years apart. Clark’s poem is an excellent resource for social studies or English Language educators to employ in their classrooms, as it uses poetry to bring these critical issues of racial profiling, identity, and systemic racism to light. What makes this poem unique is that it touches on the difficulties individuals with a mixed-race identity face, and how they perceive themselves as opposed to how others perceive them. “The Ayes Have It” would be an excellent literary source to use in the classroom, to compare and contrast the ideas, themes, and message presented in Garnette Cadogan’s essay, “Walking While Black”. Having students synthesize these two texts can allow them to understand that the idea of a “post racial America” is a myth developed by privileged individuals. These texts demonstrate how those who may believe this myth are privileged not to experience the hyper surveillance that black men in particular have experienced, and continue to experience in America, Canada, and many other parts of the globe.

Francis, M. (2015). We Need to Address the Real Roots of Racial Violence. TEDxRainier.  Retrieved from https://www.ted.com/talks/megan_ming_francis_we_need_to_address_the_real_roots_of_racial_violence

In this talk, Megan Ming Francis delivers a powerful speech on the overwhelming presence of racial violence in the United States that continues to disproportionately target black men in particular. Francis describes her own brother’s experience with racially motivated police violence and brutality, which she describes with immense anger, emotion, and frustration. Francis emphasizes how rather than focusing on how we can ‘fix’ this issue and eliminate racial violence, we must instead recognize, and reflect on the  deeper root causes behind this systemic racism plaguing the United States. Although this talk focuses on the anti-black racism plaguing in America, BC teachers can bring this resource into their classrooms to elicit discussion and conversation about the complex roots behind the issue of racism in our societies. Francis’s experiences with racial profiling can provide students, particularly those who may never have experienced this kind of racial discrimination, a clear sense of how this issue continues to exist and target racially marginalized communities. This TED talk is only 20 minutes long and is easily accessible, thus teachers may choose to play the entire clip for students, or even assign this video for students to watch independently as a homework assignment. This resource would likely be most successful and impactful in a senior level social studies course such as Social Justice or Law, however if teachers provide enough context into these contemporary issues, this can be integrated into junior grade 8-10 social studies classrooms as well.

Kendi, I. X. (2020). The Difference Between Being “Not Racist” and Antiracist. TED. Retrieved from https://www.ted.com/talks/ibram_x_kendi_the_difference_between_being_not_racist_and_antiracist

In his talk, Ibram X. Kendi discusses the need for society to move away from the common “not racist” narrative, towards an active anti racist stance that recognizes  and confronts the factors driving systematic racism in our world. In this talk, Kendi does an excellent job of describing the difference between ‘non racism’ and ‘anti racism’ for those who may not be familiar with these terms in a clear, powerful manner. Kendi talks about the harmful impact of supporting common racist rhetoric or narratives, and advocates for the need of all individuals, especially people of color, to stand up and act against these discriminatory narratives. Kendi brings current events into this discussion of systemic racism and anti racism, by connecting these subjects to the disproportionate numbers of police brutality, Covid-19 infections, and other contemporary issues in America. Although Kendi’s talk focuses on American society, the arguments he presents can encourage BC teachers to reflect on how they teach these subjects and topics of race, discrimination, racial stereotypes, police brutality etc. Teachers can either use Kendi’s talk as a professional development tool for their own pedagogy, or bring it into the classroom to help students understand the difference between ‘anti racism’ and ‘non racism’. As this TED talk is quite long, teachers can play select clips for students that touch on these particular terms. Teachers can use this resource as a tool for students to understand these terms, recognize the need to develop anti racist strategies, and to connect this idea to other forms of literature, film, media, or historic documents incorporated in the class.

Kleinrock, L. (2019). How to Teach Kids to Talk About Taboo Topics. TED Salon: Education. Retrieved from https://www.ted.com/talks/liz_kleinrock_how_to_teach_kids_to_talk_about_taboo_topics#t-7269

In her talk, Liz Kleinrock describes a difficult situation she had as an educator, when a fourth grade student unintentionally, and unknowingly made an inappropriate racist remark during a lesson. Kleinrock admits her struggle to deal with this situation in a constructive manner that would benefit each student, and encourage them to talk about these subjects but in a respectful, inclusive, anti-racist manner. Kleinrock argues that it is necessary to have these difficult conversations with students of all grade levels, in order to destigmatize these taboo topics of race relations and racism, and engage students in these conversations in a productive manner.  While Kleinrock’s talk is geared towards elementary school educators teaching younger students, the issues that she highlights are just as important for high school teachers, especially high school social studies teachers, to consider. This talk is an excellent resource for teachers in their own reflections of their teaching, why they teach, and how to talk about many of these difficult, taboo, or uncomfortable conversations that are so important in the social studies classroom. Liz Kleinrock’s TED talk should prompt teachers to think about how they may respond to difficult comments made in the class that result from simple ignorance or lack of understanding, and why it is so important to discuss these topics such as systemic racism, privilege, racial discrimination, inequity and so on, with students of all ages.

BC Community Alliance (BCCA). https://www.bccommunityalliance.com/ 

This website is run by the local organization, BC Community Alliance, which is “dedicated to combating the structural inequities created by anti-black racism”, as stated on their platform. On this website, viewers can find blog posts related to the subject matter, a petition against anti-black racism in schools, volunteer opportunities, a newsletter subscription and more. This website does not offer an abundance of information on their cause, however they provide a contact email which educators or students may use to reach out and acquire information about this organization’s work, affiliations, and overall mission. While this website does not offer many resources on the subject of anti-racism, teachers can bring this resource into their classroom as an example of a local BC organization that recognizes the need for anti-racist activism in our province. Teachers can encourage students to do further research into this organization and present their findings to their peers. Teachers may also choose to contact this organization to speak with the class, in person or virtually, in order to discuss the issue of anti-black racism in our own community . This resource can serve as a reminder to students that anti-black racism exists in our community in many different shapes and forms, which students must recognize as they discuss this social justice issue.

(2016). BLM at School. https://www.blacklivesmatteratschool.com/about.html

This website is run by the American national coalition, “Black Lives Matter at School”, which was first established in Seattle in 2016 after a group of educators, students, and families took a stand against racism, state violence, and assault on women. Their goal is to organize for racial justice in education across America, and encourage students, educators, parents and others to raise awareness during the first week of February, which they have designated as the ‘Week of Action’. This website includes various educational resources for teachers and students, publications, principles for action, curriculum and a portal for students or educators to fill in detailing how they will be participating in the annual Week of Action. Although this website is more beneficial for educators than students, teachers can bring this resource into their classroom as an example of how a group of people can come together to form an organization, raise awareness, and stand up against systemic racism across the nation. This website may inspire students to raise awareness themselves during the February ‘Week of Action’, or come together to raise awareness and speak out against systemic racism in their own local school community.

(2020). EmbraceRace. https://www.embracerace.org/

This website is run by the American organization EmbraceRace, which was founded in 2016 by two parents who “set out to create the community and gather the resources they needed (need!) to meet the challenges they face raising children in a world where race matters” (“Who is Embrace Race?”). This organization recognizes the impact of racial inequity and disparities in America, and they aim to provide resources, raise awareness, and lead discussions on these issues. They focus specifically on providing resources for parents in raising their children to be empathetic, aware of these issues, and supportive of one another, in order to foster greater inclusivity, respect, support, and acceptance among the next generation. While this website is aimed towards parents, it can nevertheless be an excellent resource for educators to use, as it provides numerous resources such as books, articles, websites, seminars etc., which can all be beneficial for a wide audience. A unique aspect of this website that can be a very powerful tool to use in the classroom, is that they present personal stories from both children and adults who have personally experienced systemic discrimination, racism, oppression, and inequity in their lives. These stories are presented as audios, thus teachers can incorporate them into lessons, activities, research projects, or independent student assignments with various grade levels.

Geddes, G. (2017). Medicine Unbundled: A Journey Through the Minefields of Indigenous Healthcare. Victoria, BC. Heritage House Publishing Company.

Gary Geddes’ book highlights the horrific treatment and discriminatory healthcare Indigenous peoples in Canadian residential schools and segregated hospitals endured between the 1920s and the 1980s. Based on an interview with a Songhees Indigenous woman in Victoria named Joan Morris, this book details Morris’s own experiences with institutionalized racism and discrimination in the BC health care system. This book touches on issues of systemic racism, discrimination against Indigenous peoples in Canada, discriminatory health care, Canadian identity, and the oppression faced by Indigenous people in Canada for many years. This text is an excellent resource for teachers to bring into a BC First Peoples 12, Social Justice 12, History 12, and/or an English First Peoples 11 or 12 class. It touches on, and exposes many serious issues and instances of discrimination and racism in our own communities. This text is beneficial to students as they may be able to resonate with the local context, and thus greater recognize the realities of this systemic, institutionalized racism. This text, or segments of it, can also be taught alongside Vanmala Subramaniam’s article, “Before You Declare Canada is Not a racist Country, Do Your Homework”, in order to demonstrate to students how Canada was, and continues to be a country built on racism.

Reynolds, J. & Kendi, I. X. (2020). Stamped: Racism, Antiracism, and You. Waterville, ME: Thorndike Press, a part of Gale, a Cengage Company.

Stamped: Racism, Antiracism, and You is a non-fiction book that explores the history of racism in America, the concept of antiracism, and the reasons why racism continues to exist today.  This book is a dynamic text written specifically for a young adult viewership, in order to teach and explain these continuing issues, conflicts, and injustices to young students. Kendi and Reynolds purpose in writing this book for a younger readership was to empower students and provide them with the tools and skills to acknowledge, and combat, racism in our society. This book is divided into five chronological sections that explore the history behind the many issues, conflicts, and injustices related to anti-black racism that continue to exist today. This book provides hope to young students that although racism continues to exist, they have the power to make a change and practice anti racism in their everyday lives. Teachers can bring this text into the classroom as a guide for students to learn about the history of racism in the United States, including historical philosophers and how they contributed to the growth of racism in our Western world specifically. While this text primarily focuses on America’s racist history, and racism in American society today, the ideas, values, histories, and mindsets described are still very powerful, important, and relevant to Canadian students. Teachers may ask students to use this text and apply it to an instance of racism, discrimination, or racial oppression in our local Canadian context.

Saad, L. F. (2020) Me and White Supremacy: Combat Racism, Change the World, and Become a Good Ancestor. Naperville, IL: Sourcebooks.

Layla F. Saad is a renowned author whose intersectional identity as a black Muslim woman growing up in the West and now living in the Middle East has led her to shed light on systemic anti-black racism and become an anti-racist educator herself. Me and White Supremacy originally began as an Instagram challenge for individuals who acknowledge their own white privilege. Following the unexpected popularity of this challenge, Saad transformed her message, story, and words into this book which is aimed at teaching individuals about the meaning of anti-racism, and how it is vastly different from simply being ‘non-racist’. Saad’s book is aimed at readers who wish to be allies to the black community and other racial minority groups, as it emphasizes the need for people to commit to being anti-racist allies every single day, and not just when it is convenient or is popularized in the media. Me and White Supremacy is a powerful non-fiction book for teachers adamant about teaching through an anti-racist pedagogy. As this book is written for an adult audience, it is best suited for teachers to use in developing their own understanding of the subject matter and further their anti-racist pedagogy, rather than using it as a classroom resource.

Cadogan, G. (2016). Walking While Black: Garnette Cadogan on the Realities of Being Black in America. In Freeman, J. Freeman’s Arrival. Retrieved from https://lithub.com/walking-while-black/?fbclid=IwAR00nbDnPcoE7BJOUZgQL8nxFckVR0vsDWdC9hUXtERwmxmhuRw7HVSDwTI

Garnette Cadogan’s article is a powerful firsthand account of a black man moving from Jamaica to New Orleans, U.S., only to discover that the color of his skin deemed him a threat in this systematically racist, oppressive society. Cadogan describes how his own perception of himself completely shifted as soon as he arrived in New Orleans, as his skin color now deemed him a visible threat to others, especially the police. Cadogan explores the meaning of place and home, and how the act of walking allowed him to develop this sense of home and connection to place. However while he valued and enjoyed his time walking, Cadogan emphasizes how the simple act of walking outside with ease was a privilege that black men like himself did not always have in America. This powerful article can be used in various classes, specifically in a  Composition or Literary Studies 10-12, Social Studies 10, Social Justice, Law, Human Geography, or Urban Studies class. This text can be incorporated into lessons on systemic racism, current events, place-based geography, anti-racism, racial profiling and other topics with a similar focus. Students should be encouraged to reflect on the message Cadogan expresses, how Cadogan’s experiences reflect a greater social issue in our world, and how this text can be related to students’ own lives, experiences, or perspectives. This text can be assigned to students as an independent reading analysis, as a text for a synthesis essay or written assignment, or as an in-class text that could elicit discussions on the issues of racism and discrimination.

Subramaniam, V. (2020). Before You Declare Canada is Not a Racist Country, Do Your Homework. National Post. Retrieved from https://nationalpost.com/opinion/vanmala-subramaniam-before-you-declare-canada-is-not-a-racist-country-do-your-homework

Subramaniam writes this article for the National Post as a direct response to a conservative CBC radio host who claimed that “racism does not exist in this country” of Canada (Subramaniam, 2020).  Subramaniam argues that this kind of statement completely erases centuries of racist, exploitative, discriminatory, and violent history that allowed Canada to become the nation it is today. This article is a powerful rebuttal to the far too common narrative that presents Canada as an inclusive, multicultural society void of racism unlike our neighbors to the South. Subramaniam does an excellent job of not only highlighting the existence of systemic racism and oppression across Canada, but further emphasizing that those who promote this narrative that racism simply ‘does not exist’ in Canada, have a certain privilege that racial minorities do not have. This article is an excellent resource for students to recognize how one can recognize privilege, speak out against privilege or ignorance, and ensure that Canada’s past and present issues with systemic racism are not ignored. This article is written in relatively simple language, thus teachers can incorporate this resource into any grade 8-12 social studies classroom. Teachers should ensure that they provide students with sufficient context on this subject matter, in order to elicit extensive discussion or enable students to form reflections, make connections, and recognize the significance of this in our communities. Teachers may wish to include a concrete example of systemic racism in Canada today, whether this be a news headline, a TED talk, an interview, a controversial government policy or other similar examples, in order for Subramaniam’s words to resonate greater with students.

Craft, J. (2019). New Kid. New York, NY: Harper, an imprint of    HarperCollins.

Jerry Craft’s graphic novel, New Kid, follows the journey of a young boy named Jordan Banks, who struggles to fit in as one of the few colored students in a prestigious, predominantly white private school. This graphic novel explores various themes including race relations, socioeconomic differences & stigmas, school education, social mobility, status and others. This novel is a relatively simple read for middle-school/junior high school students, incorporating an excellent balance of complex, serious issues, with lighthearted moments and dramas of everyday teenage life. This graphic novel can be incorporated into literature circles, a short novel study, or as a supplementary text to use for a project or assignment related to systemic racism, social conflicts in education, socioeconomic disparities or other similar themes. This text is best suited for younger secondary school readers, as it would not challenge nor engage senior students in the issues presented. This graphic novel can be used in a Social Studies 8 or Humanities 8 classroom, or an English Language Arts classroom with students from grade 6-8. This would be an excellent resource to incorporate for students who struggle with language or reading proficiency, as the genre of graphic novel can help these individuals understand the main themes and issues presented through images and visuals.

LaGarrett J. King and Prentice T. Chandler describe anti-racism as “an active rejection of the institutional and structural aspects of race and racism…making the social construct of race visible” (2016, p. 4). Anti-racism is a critical philosophy that should be incorporated into every teacher’s pedagogy regardless of what subject, grade, course, or student demographic they are teaching. Far too often educators avoid having in-depth discussions about topics such as racism, racial privilege and systemic racism, as they may believe that these discussions are too difficult or controversial for children and teenagers to partake in. However, if we want to truly eliminate racism from our schools, communities, and society, educators must recognize the need to engage students in these conversations, and encourage them to actively challenge the systemic racism ingrained in our society. These conversations however are not always easy to have, as they may require teachers to step outside of their comfort zones to confront their own presuppositions, upbringings, and privileges. Employing an anti-racist pedagogy might include uncomfortable, disheartening, or unpleasant realizations and discussions among both educators and students. Some educators may feel that they are not at liberty to discuss these issues if they have not experienced them firsthand or if they come from a privileged standpoint. While these are all valid concerns, teachers must recognize that these are necessary discussions which can help our students become active, empathetic, socially responsible citizens. As students all come from different backgrounds, upbringings, and cultures, teachers must remain cognizant of the fact that some students may struggle and require extra guidance or support to comprehend these discussions. While anti-racist teaching practices may pose challenges or discomfort among students, administration, or parents, anti-racist pedagogy must be incorporated into all social studies classrooms, in order students to recognize that these are contemporary issues in their own communities, and not historic issues of the past.

Reference:

King, L. J., & Chander, P. T. (2016). From non-racism to anti-racism in social studies teacher education: social studies and racial pedagogical content knowledge. In A. R. Croew & A. Cuenca (Eds.), Rethinking social studies teacher education in the twenty-first century (pp. 3-20). New York, NY: Springer International. https://tinyurl.com/y6g34eus