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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.

          Most cited references90

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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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              Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers

              Qualitative case study methodology provides tools for researchers to study complex phenomena within their contexts. When the approach is applied correctly, it becomes a valuable method for health science research to develop theory, evaluate programs, and develop interventions. The purpose of this paper is to guide the novice researcher in identifying the key elements for designing and implementing qualitative case study research projects. An overview of the types of case study designs is provided along with general recommendations for writing the research questions, developing propositions, determining the “case” under study, binding the case and a discussion of data sources and triangulation. To facilitate application of these principles, clear examples of research questions, study propositions and the different types of case study designs are provided.
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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
                [1]University of California Santa Cruz, USA
                Author notes
                Corresponding author: Email: cbrodsky@ 123456ucsc.edu
                Author information
                https://orcid.org/0000-0002-6720-6770
                Article
                10.14324/HERJ.18.1.02
                f12671b2-3631-4d9f-9143-520881384a0f
                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.

                History
                : 16 June 2020
                : 02 December 2020
                Page count
                References: 92, Pages: 22

                Educational research & Statistics,General education,History
                master narrative,historical narratives,history/social studies education,critical discourse analysis,teachers,hegemonic Whiteness

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