The United States' social and economic inequities stood in high relief
during the COVID-19 pandemic, spotlighting the glaringly
disproportionate systemic injustices related to public health and the
economic impact on minoritized communities. Realities of structural and
institutionalized racism and classism were exposed to greater degrees as
we sought to understand and investigate the inequitable impact regarding
health and income disparities for African American, Latinx, and Native
American communities, as well as racial violence explicitly targeting
Asian American communities. Further exacerbating the polarized
sociopolitical landscape amidst the pandemic, the murder of George Floyd
in May 2020, witnessed by countless people around the world, resulted in
anguish and drew heightened attention to the insidious racial injustice
and ongoing racial violence that continues to plague the nation. As many
advocates took to the streets in an attempt to have their voices heard
in the continued struggle for racial equality, the federal government
tried to further silence those who have been historically placed on the
margins, including the attack of critical race theory, antiracism work
in education, and training for diversity and inclusion. Consequently, it
is imperative social science educators are equipped with the knowledge,
tools, and dispositions to facilitate learning that explores the
implications of power, privilege, and oppression and ask important
questions to ensure voices that have been muffled, or silenced
altogether, are strategically unsilenced, voiced, and valued.
Given the perpetuation of inequities, existing educational disparities,
and the continued need for reconciliation, this volume explores how the
social sciences can be examined and reimagined to combat injustices and
support further diversity, equity, and inclusion. Authors explore how
educators can (a) understand how knowledge is constructed, shaped, and
influences how students see the world, (b) problematize current
curricular approaches and reframe instructional practices, (c) employ a
critical lens to attend to and proactively address existing challenges
and inequities related to race, (d) infuse their teaching with greater
attention to diversity and inclusion for all students; and (e) promote
increased awareness, advocacy, and educational justice. Through the
examination of research, theory, and practitioner-oriented strategies,
the authors encourage reflection, inspire calls for action, and explore
how to teach about, proactively challenge, and encourage continued
examination of society to support progress through increased critical
consciousness, cultural competence, and critical multiculturalism.
