Situating Students to Utilize Political Thinking When Encountering Subtle Racist Rhetoric.
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| Title: | Situating Students to Utilize Political Thinking When Encountering Subtle Racist Rhetoric. |
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| Authors: | Clabough, Jeremiah (AUTHOR), Bickford, John (AUTHOR), Sharp, Bayley (AUTHOR) |
| Source: | Social Studies. Mar/Apr2026, Vol. 117 Issue 2, p45-56. 12p. |
| Subjects: | Civics education, Discriminatory language, Political science, Civil rights, Effective teaching, Middle school students, Politicians, Curriculum frameworks |
| Geographic Terms: | Southern States |
| Abstract: | In this manuscript, we discuss a six day project completed within a seventh grade civics classroom in the South to explore subtle racist rhetoric utilized by Senator Richard Russell. Our project looked at answering the following question. How do students articulate, if at all, how Senator Richard Russell used political rhetoric to subtly talk about civil rights issues? First, we provide a brief overview of Senator Russell and his political tactics with civil rights legislation. Next, our focus moves to examine how our project connects to best teaching practices for civics articulated in the C3 Framework. Then, we give the demographic information for the students and teacher in our project. Next, we discuss the steps of our project as well as data analysis techniques employed. Then, findings from student work are given. Finally, we close with a discussion section to talk about takeaways and next steps for future projects on helping middle school students analyze subtle racist rhetoric. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | In this manuscript, we discuss a six day project completed within a seventh grade civics classroom in the South to explore subtle racist rhetoric utilized by Senator Richard Russell. Our project looked at answering the following question. How do students articulate, if at all, how Senator Richard Russell used political rhetoric to subtly talk about civil rights issues? First, we provide a brief overview of Senator Russell and his political tactics with civil rights legislation. Next, our focus moves to examine how our project connects to best teaching practices for civics articulated in the C3 Framework. Then, we give the demographic information for the students and teacher in our project. Next, we discuss the steps of our project as well as data analysis techniques employed. Then, findings from student work are given. Finally, we close with a discussion section to talk about takeaways and next steps for future projects on helping middle school students analyze subtle racist rhetoric. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00377996 |
| DOI: | 10.1080/00377996.2025.2483842 |
