Abstract

ABSTRACT Today’s teachers tend to avoid addressing controversial topics like systemic racism in their classrooms for a variety of reasons, including fear of pushback from parents, and in some states, laws that ban the teaching of certain narratives. Using self-study, I examined how I prepared for, taught, and reflected on race-related topics integrated into my social studies methods class. Beyond my discomfort, challenges included students who were largely disinterested, conservative students, and tokenism. At the 2024 Biennial Castle Conference, I presented my research and engaged in numerous substantive conversations about my research and practice with colleagues from across the globe. Based on peer recommendations from the Castle Conference, I taught my studies methods course in the Fall of 2024 with a greater commitment to fostering my students’ abilities to embrace difficult conversations. Through learning several conversation models and practicing them with their peers, my students learned how to better navigate controversial topics in their own lives, as well as how to teach their future students to engage in difficult conversations to promote civic discourse.

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