ABSTRACT
For educators interested in the impact of racism on the curriculum, students, and schools, the social studies provide a fascinating arena for analysis because of their broad range of subjects and connection to citizenship and “democracy.” The social studies are extremely multifaceted; they are also amorphous and constantly struggling for an identity as a discipline (Jorgensen, 2014; Lee, 2005). The theme which guides this review of the literature focuses specifically on active resistance to racism within the social studies. More specifically, hopeful and critical practices are the focus of this review. By using the terms hope and criticality in conjunction, I wish to focus on the possibilities of highlighting practices that involve both of these standpoints and experiences. Criticality is important to highlight and grapple with persistently cruel racial injustices, as well as potentially transformative approaches that do not simply recreate the status quo, while hope is important for the continuation of such efforts and for the empowerment of those involved in this challenging arena. By speaking of the active agency of teachers and students in resistance, I would like to highlight the crucial nature of synergistic projects that involve not just teacher-directed changes, but those that originate from the students themselves as well.
