Hawkman, A.M. & Shear, S.B. (In press). Marking the “invisible”: Articulating whiteness in social studies education. Charlotte, NC: Information Age Publishing. Anticipated 2019.
Praise for the book:
“As the theorization of race and racism continues to gain traction in social studies education, this volume offers a much-needed foundational grounding for the field. From the foreword to the epilogue, Marking the “Invisible”foregrounds conversations of whiteness in notions of supremacy, dominance, and rage. The chapters offer an opportunity for social studies educators to position critical theories of race such as critical race theory, intersectionality, and settler colonialism at the forefront of critical examinations of whiteness. Any social studies educator researcher concerned with the theorization or teaching of race should engage with this text in their work.” —Christopher L. Busey, University of Florida
“Marking the “Invisible” is a critical examination and exploration of whiteness in theory, practice, materials, and spaces in the social studies. The depth and breadth of the topics included in this volume make it not only an excellent introduction to whiteness, but a deep dive into the ways whiteness is revealed in the most fundamental components of social studies. This volume is a must-read handbook for scholars, teachers, and students in the field. It is also an excellent catalyst for understanding and change.” —Sherry Marx, Professor, Utah State University, Author of Revealing the Invisible: Confronting Passive Racism in Teacher Education
“Hawkman and Shear’s new volume Marking the “Invisible”covers a lot of ground—curriculum, content knowledge(s), NCSS, teacher education, identity, privilege, and race consciousness. They have assembled a collection that forces us to examine the power of whiteness and what it means in social studies. This much needed work represents a relatively new path in social studies education—one that takes seriously the power of whiteness and how social studies education is taught, enacted, learned, and experienced. This work is timely and necessary and will fast become a go-to volume for scholars and practitioners in the field.” —Prentice T. Chandler, Dean & Professor, Eriksson College of Education, Austin Peay State University
Shear, S.B., Tschida, C.M., Bellows, E., Brown Buchanan, L., & Saylor, E.E. (Eds.). (2018). (Re)Imagining elementary social studies: A controversial issues reader.Charlotte, NC: Information Age Publishing. Available in hard- and paperback at Amazon.com
Praise for the book: “(Re)imagining Elementary Social Studies is a timely and powerful collection that offers the best of what social studies education could and should be. Grounded in a politics of social justice, this book should be used in all elementary social studies methods courses and schools in order to develop the kinds of teachers the world needs today.” —Wayne Au, Professor, University of Washington-Bothell, Editor, Rethinking Schools