Andrea M. Hawkman, Utah State UniversitySarah B. Shear, University of Washington-Bothell

• Acknowledgements.Foreword—Lifting the Veil: On Decentering Whiteness in Social Studies Curriculum, Teaching, and Research; Amanda E. Vickery and Kristen E. Duncan.Introduction—Taking Responsibility, Doing the Work: An Introduction to Marking the Invisible; Andrea M. Hawkman and Sarah B. Shear.Section I. Theoretical Approaches To Articulating Whiteness.Chapter 1. AsianCrit as a Theoretical Lens to Trouble and Transform White Supremacy; Sohyun An.Chapter 2. Extensions of Intersectionality Theory From Critical Race Analyses: A Framework of Coalitions for Interrogating Race and Racism in Social Studies Education; Christian D. Chan, Jehan A. Hill, and Sarah N. Baquet.Chapter 3. But I Just Never Knew!: Theorizing and Challenging the Ideologies of Whiteness in Social Studies; Danielle S. Walker and Peter M. Newlove.Section II. Whiteness And The Official Knowledge Of Social Studies.Chapter 4. The Silences We Speak: Deliberative Pedagogies and the Whiteness of Civic Education; Melissa Leigh Gibson.Chapter 5. Hope in the Dismal Science: A Race-Centered Redirection of Economics Curriculum; Neil Shanks and Delandrea Hall.Chapter 6. Interrogating Whiteness: A Critical Content Analysis of Notable Picture Books Recommended by the National Council for the Social Studies; Jacob P. Gates, Paul H. Ricks, and René M. Rodrí­guez-Astacio.Chapter 7. Where Is Race? A Critical Whiteness Studies Analysis of NCSS Position Statements; Sara B. Demoiny.Chapter 8. The Master's Tools Will Never Dismantle the Master's House: Recognizing and Disrupting Hegemonic Practices in the edTPA; Ritu Radhakrishnan.Chapter 9. This Isn't a Sentence in a History Book: Students' of Color Resistance to Official Knowledges of Whiteness; Ryan Oto.Chapter 10. The White Conundrum: White Social Studies Teachers, Fear, and the Racial Contract; Michael L. Boucher, Jr.Section III. Whiteness in Media, Texts, and Spaces.Chapter 11. Surpassing the Single Story: Widening the Representation of BIWOC in an Online History Museum; Lauren Colley and John P. Broome.Chapter 12. Unveiling Race/ism and White(ness) Supremacy Through Historiartography; Bretton A. Varga and Vonzell Agosto.Chapter 13. White(ness) Narratives on Miscegenation: Loving v. Virginia as a Medium for Examining Racism in the South; Lisa Brown Buchanan and Cara F. Ward.Chapter 14. Framework for Decentering Whiteness in Social Studies Field Trips: Evaluating Museums and Public Sites and Challenging the Whiteness Curriculum; Karen L. B. Burgard.Chapter 15. Pictures Speak Louder: Portraying Early Prominent Middle Eastern Religious Women as White and Passive in Textbook Imagery; Erica M. Southworth.Section IV. Whiteness In K-12 Classrooms.Chapter 16. Navigating Difficult Knowledge But Still Evading Race: The Overwhelming Effects of Whiteness in Doubly Constrained Civil Rights Teaching; Jennifer Gallagher.Chapter 17. Isn't That Enough?: Troubling White Student Performances of Allyship; Ryan Oto.Chapter 18. It Is Hard to Admit Your Own Group Did Wrong: How Whiteness Becomes Centered in the Canadian Social Studies Classroom; Samantha Cutrara.Chapter 19. Teaching Latinx-Identifying Students in a Post-Truth America: Reflections from White-Identifying Teachers on Bringing Non-White Identities and Experiences Into the Classroom Through Localized Civics Curriculum; William Toledo.Chapter 20. White Supremacy in the Gaps of Practice: A Retroactive Self-Study of My Antiracist Lesson; Brian C. Chervitz.Section V. Whiteness In Teacher Education.Chapter 21. Whitewashing the History of Education: Laying Bare the Pervasive Power and Presence of White Supremacy in a Teacher Education Course; Amy Mungur.Chapter 22. How Is That White Privilege Though?: Preservice Teachers Dialogue About White Privilege and Whiteness in an Intergroup Dialogue Course; Natasha C. Murray-Everett.Chapter 23. What Does Whiteness Have to Do with Teaching History? Toward Racial Historical Consciousness in History Teacher Education; Travis L. Seay.Chapter 24. Grammar Matters: Verbal(izing) Whiteness in Social Studies Teacher Education; Erin Adams.Section VI. Whiteness, Positionality, And Reflexivity.Chapter 25. Tenets of Social Studies as Tools of Whiteness: Dismantling the Myths; Elizabeth A. Kenyon.Chapter 26. Working to Unsettle Settler Colonialism: (While) Tripping Over My Whiteness; Tana A. Mitchell.Chapter 27. Learning to Teach Against White Social Studies: Toward a True Criticality; Brian Gibbs.Chapter 28. Epilogue—Committing Forward: In Lieu of an Epilogue; Sarah B. Shear & Andrea M. Hawkman.Editor and Author Bio Sketches.

Andrea M. Hawkman, Utah State UniversitySarah B. Shear, University of Washington-Bothell

• Acknowledgements.Foreword—Lifting the Veil: On Decentering Whiteness in Social Studies Curriculum, Teaching, and Research; Amanda E. Vickery and Kristen E. Duncan.Introduction—Taking Responsibility, Doing the Work: An Introduction to Marking the Invisible; Andrea M. Hawkman and Sarah B. Shear.Section I. Theoretical Approaches To Articulating Whiteness.Chapter 1. AsianCrit as a Theoretical Lens to Trouble and Transform White Supremacy; Sohyun An.Chapter 2. Extensions of Intersectionality Theory From Critical Race Analyses: A Framework of Coalitions for Interrogating Race and Racism in Social Studies Education; Christian D. Chan, Jehan A. Hill, and Sarah N. Baquet.Chapter 3. But I Just Never Knew!: Theorizing and Challenging the Ideologies of Whiteness in Social Studies; Danielle S. Walker and Peter M. Newlove.Section II. Whiteness And The Official Knowledge Of Social Studies.Chapter 4. The Silences We Speak: Deliberative Pedagogies and the Whiteness of Civic Education; Melissa Leigh Gibson.Chapter 5. Hope in the Dismal Science: A Race-Centered Redirection of Economics Curriculum; Neil Shanks and Delandrea Hall.Chapter 6. Interrogating Whiteness: A Critical Content Analysis of Notable Picture Books Recommended by the National Council for the Social Studies; Jacob P. Gates, Paul H. Ricks, and René M. Rodrí­guez-Astacio.Chapter 7. Where Is Race? A Critical Whiteness Studies Analysis of NCSS Position Statements; Sara B. Demoiny.Chapter 8. The Master's Tools Will Never Dismantle the Master's House: Recognizing and Disrupting Hegemonic Practices in the edTPA; Ritu Radhakrishnan.Chapter 9. This Isn't a Sentence in a History Book: Students' of Color Resistance to Official Knowledges of Whiteness; Ryan Oto.Chapter 10. The White Conundrum: White Social Studies Teachers, Fear, and the Racial Contract; Michael L. Boucher, Jr.Section III. Whiteness in Media, Texts, and Spaces.Chapter 11. Surpassing the Single Story: Widening the Representation of BIWOC in an Online History Museum; Lauren Colley and John P. Broome.Chapter 12. Unveiling Race/ism and White(ness) Supremacy Through Historiartography; Bretton A. Varga and Vonzell Agosto.Chapter 13. White(ness) Narratives on Miscegenation: Loving v. Virginia as a Medium for Examining Racism in the South; Lisa Brown Buchanan and Cara F. Ward.Chapter 14. Framework for Decentering Whiteness in Social Studies Field Trips: Evaluating Museums and Public Sites and Challenging the Whiteness Curriculum; Karen L. B. Burgard.Chapter 15. Pictures Speak Louder: Portraying Early Prominent Middle Eastern Religious Women as White and Passive in Textbook Imagery; Erica M. Southworth.Section IV. Whiteness In K-12 Classrooms.Chapter 16. Navigating Difficult Knowledge But Still Evading Race: The Overwhelming Effects of Whiteness in Doubly Constrained Civil Rights Teaching; Jennifer Gallagher.Chapter 17. Isn't That Enough?: Troubling White Student Performances of Allyship; Ryan Oto.Chapter 18. It Is Hard to Admit Your Own Group Did Wrong: How Whiteness Becomes Centered in the Canadian Social Studies Classroom; Samantha Cutrara.Chapter 19. Teaching Latinx-Identifying Students in a Post-Truth America: Reflections from White-Identifying Teachers on Bringing Non-White Identities and Experiences Into the Classroom Through Localized Civics Curriculum; William Toledo.Chapter 20. White Supremacy in the Gaps of Practice: A Retroactive Self-Study of My Antiracist Lesson; Brian C. Chervitz.Section V. Whiteness In Teacher Education.Chapter 21. Whitewashing the History of Education: Laying Bare the Pervasive Power and Presence of White Supremacy in a Teacher Education Course; Amy Mungur.Chapter 22. How Is That White Privilege Though?: Preservice Teachers Dialogue About White Privilege and Whiteness in an Intergroup Dialogue Course; Natasha C. Murray-Everett.Chapter 23. What Does Whiteness Have to Do with Teaching History? Toward Racial Historical Consciousness in History Teacher Education; Travis L. Seay.Chapter 24. Grammar Matters: Verbal(izing) Whiteness in Social Studies Teacher Education; Erin Adams.Section VI. Whiteness, Positionality, And Reflexivity.Chapter 25. Tenets of Social Studies as Tools of Whiteness: Dismantling the Myths; Elizabeth A. Kenyon.Chapter 26. Working to Unsettle Settler Colonialism: (While) Tripping Over My Whiteness; Tana A. Mitchell.Chapter 27. Learning to Teach Against White Social Studies: Toward a True Criticality; Brian Gibbs.Chapter 28. Epilogue—Committing Forward: In Lieu of an Epilogue; Sarah B. Shear & Andrea M. Hawkman.Editor and Author Bio Sketches.

Andrea M. Hawkman, Utah State UniversitySarah B. Shear, University of Washington-Bothell

• Acknowledgements.Foreword—Lifting the Veil: On Decentering Whiteness in Social Studies Curriculum, Teaching, and Research; Amanda E. Vickery and Kristen E. Duncan.Introduction—Taking Responsibility, Doing the Work: An Introduction to Marking the Invisible; Andrea M. Hawkman and Sarah B. Shear.Section I. Theoretical Approaches To Articulating Whiteness.Chapter 1. AsianCrit as a Theoretical Lens to Trouble and Transform White Supremacy; Sohyun An.Chapter 2. Extensions of Intersectionality Theory From Critical Race Analyses: A Framework of Coalitions for Interrogating Race and Racism in Social Studies Education; Christian D. Chan, Jehan A. Hill, and Sarah N. Baquet.Chapter 3. But I Just Never Knew!: Theorizing and Challenging the Ideologies of Whiteness in Social Studies; Danielle S. Walker and Peter M. Newlove.Section II. Whiteness And The Official Knowledge Of Social Studies.Chapter 4. The Silences We Speak: Deliberative Pedagogies and the Whiteness of Civic Education; Melissa Leigh Gibson.Chapter 5. Hope in the Dismal Science: A Race-Centered Redirection of Economics Curriculum; Neil Shanks and Delandrea Hall.Chapter 6. Interrogating Whiteness: A Critical Content Analysis of Notable Picture Books Recommended by the National Council for the Social Studies; Jacob P. Gates, Paul H. Ricks, and René M. Rodrí­guez-Astacio.Chapter 7. Where Is Race? A Critical Whiteness Studies Analysis of NCSS Position Statements; Sara B. Demoiny.Chapter 8. The Master's Tools Will Never Dismantle the Master's House: Recognizing and Disrupting Hegemonic Practices in the edTPA; Ritu Radhakrishnan.Chapter 9. This Isn't a Sentence in a History Book: Students' of Color Resistance to Official Knowledges of Whiteness; Ryan Oto.Chapter 10. The White Conundrum: White Social Studies Teachers, Fear, and the Racial Contract; Michael L. Boucher, Jr.Section III. Whiteness in Media, Texts, and Spaces.Chapter 11. Surpassing the Single Story: Widening the Representation of BIWOC in an Online History Museum; Lauren Colley and John P. Broome.Chapter 12. Unveiling Race/ism and White(ness) Supremacy Through Historiartography; Bretton A. Varga and Vonzell Agosto.Chapter 13. White(ness) Narratives on Miscegenation: Loving v. Virginia as a Medium for Examining Racism in the South; Lisa Brown Buchanan and Cara F. Ward.Chapter 14. Framework for Decentering Whiteness in Social Studies Field Trips: Evaluating Museums and Public Sites and Challenging the Whiteness Curriculum; Karen L. B. Burgard.Chapter 15. Pictures Speak Louder: Portraying Early Prominent Middle Eastern Religious Women as White and Passive in Textbook Imagery; Erica M. Southworth.Section IV. Whiteness In K-12 Classrooms.Chapter 16. Navigating Difficult Knowledge But Still Evading Race: The Overwhelming Effects of Whiteness in Doubly Constrained Civil Rights Teaching; Jennifer Gallagher.Chapter 17. Isn't That Enough?: Troubling White Student Performances of Allyship; Ryan Oto.Chapter 18. It Is Hard to Admit Your Own Group Did Wrong: How Whiteness Becomes Centered in the Canadian Social Studies Classroom; Samantha Cutrara.Chapter 19. Teaching Latinx-Identifying Students in a Post-Truth America: Reflections from White-Identifying Teachers on Bringing Non-White Identities and Experiences Into the Classroom Through Localized Civics Curriculum; William Toledo.Chapter 20. White Supremacy in the Gaps of Practice: A Retroactive Self-Study of My Antiracist Lesson; Brian C. Chervitz.Section V. Whiteness In Teacher Education.Chapter 21. Whitewashing the History of Education: Laying Bare the Pervasive Power and Presence of White Supremacy in a Teacher Education Course; Amy Mungur.Chapter 22. How Is That White Privilege Though?: Preservice Teachers Dialogue About White Privilege and Whiteness in an Intergroup Dialogue Course; Natasha C. Murray-Everett.Chapter 23. What Does Whiteness Have to Do with Teaching History? Toward Racial Historical Consciousness in History Teacher Education; Travis L. Seay.Chapter 24. Grammar Matters: Verbal(izing) Whiteness in Social Studies Teacher Education; Erin Adams.Section VI. Whiteness, Positionality, And Reflexivity.Chapter 25. Tenets of Social Studies as Tools of Whiteness: Dismantling the Myths; Elizabeth A. Kenyon.Chapter 26. Working to Unsettle Settler Colonialism: (While) Tripping Over My Whiteness; Tana A. Mitchell.Chapter 27. Learning to Teach Against White Social Studies: Toward a True Criticality; Brian Gibbs.Chapter 28. Epilogue—Committing Forward: In Lieu of an Epilogue; Sarah B. Shear & Andrea M. Hawkman.Editor and Author Bio Sketches.