Critically examining virtual history curriculum

Journal of Social Studies Research - Tập 44 - Trang 61-76 - 2020
Tiffany Rae McBean1, Joseph R. Feinberg1
1Georgia State University, MSE-College of Education and Human Development, P.O. Box 3978, Atlanta, GA 30302-3978, USA

Tóm tắt

With a notable growth in the number of students accessing online education and virtual schools, social studies educators and researchers should evaluate these educational platforms. This study involves a critical evaluation of U.S. History curriculum of Georgia Virtual School through Critical Race Theory, and contributes to the nascent literature on social studies online instruction. The results from this study illustrate a picture of Georgia Virtual School (GAVS) that coincides with research on race and racism in social studies education. In particular, analysis of the U.S. History course from GAVS shows race and racism are not addressed to the degree that Georgia Standards of Excellence require. In addition, traditionally marginalized groups, such as LatinX, Asian Americans and Native Americans, are given significantly less curricular coverage than African Americans. Racism is also presented as an overarching systemic problem. Overall, the data shows that GAVS U.S. History curriculum inadequately addresses the significance of race and racism in United States history.

Tài liệu tham khảo

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