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      Discursive differences in teaching the Brown v. Board of Education of Topeka decision and the preservation of narratives of American progress

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          Abstract

          This qualitative case study research explores the discursive practices of three White secondary US history teachers while teaching about the Brown v. Board of Education of Topeka Supreme Court decision. Using critical discourse analysis as a methodology, this study examines teachers’ use of naming, verb tense and presupposition to explore the subtle differences in meaning conveyed to students about the Brown decision and how these differences correspond with teachers’ historical knowledge and beliefs about the goal and role of teaching history. In revealing these discursive differences in historical narratives, this study demonstrates how master narratives of American progress rooted in hegemonic Whiteness are upheld or disrupted, and sometimes both. This study supplements existing research about the teaching and learning about the history of Brown and raises questions about the different historical narratives presented to students even when purportedly covering the same topics.

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          Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research

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            Brown v. Board of Education and the Interest-Convergence Dilemma

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              Narrative and the Cultural Psychology of Identity

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                Author and article information

                Journal
                herj
                herj
                History Education Research Journal
                HERJ
                UCL Press (UK )
                2631-9713
                20 April 2021
                : 18
                : 1
                : 7-27
                Affiliations
                University of California Santa Cruz, USA
                Author notes
                Corresponding author: Email: cbrodsky@ 123456ucsc.edu
                Article
                10.14324/HERJ.18.1.02
                Copyright © 2021 Brooks

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                Page count
                References: 92, Pages: 22
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                History Education Research Journal
                Volume 18, Issue 1

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