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Drawing on interwoven perspectives from a shared semester, the work uses narrative and curriculum-studies framings to reveal tensions, agency, and differing social positions. The discussion highlights discomfort, instructional negotiation, and the limited classroom talk about racially shaped identities and practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/race-social-studies-content-and-pedagogy-wrestling-through-discomfort-together/598531/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/race-social-studies-content-and-pedagogy-wrestling-through-discomfort-together/598531.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the collaborative discensus piece?","Question",{"text":112,"@type":113},"It explores how the authors negotiated the challenges of talking about race in pre-service social studies methods courses, using interwoven perspectives and a collaborative discensus framework.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the piece emphasize discomfort in teaching about race?",{"text":117,"@type":113},"It argues that teaching race-related content is often difficult and fraught, especially for pre-service teachers with limited experience in urban schools or with students of color.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the authors’ approach differ from typical classroom discussions about race?",{"text":121,"@type":113},"Instead of treating race as separate or merely “different,” the authors describe an inquiry-based dialogue that pushes student teachers to think openly about how race connects to identities, practices, and social studies content.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598531,1792911170,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Canadian Social Studies 44(1) Gershon, Bilinovich, & Peel  \nRace, Social Studies Content, and Pedagogy: Wrestling through Discomfort Together  \nWalter S. Gershon, Kent State University Carrie Bilinovich, Independent Educator Amanda Peel, Independent Educator  \nIntroduction (Walter Gershon)  \nThis autobiographical piece of collaborative discensus (Gershon, 2008; Gershon, Peel & Bilinovich, 2009) presents our interwoven perspectives about the challenges we faced as we talked about race in a pre-service social studies class. Race is not only a concept central to social studies content in Canada (cf. Solomon, 1997; Wright & Sears, 1998) and the United States (Ladson-Billings, 2003; [www.socialstudies.org](www.socialstudies.org)), it is of particular importance for pre-service teachers in Northeast Ohio because the majority of jobs available to students upon graduation are in our urban centers with large if not majority African American populations (e.g., Cleveland, Akron, and Youngstown) .  \nAs the literature in suggests, in spite of the many ways in which race impacts all classrooms (e.g. Banks, 1986; Liggett, 2008; Lipman, 1998; Valenzuela, 2005), teaching about race to pre-service teachers is often fraught with difficulties in both the United States and Canada (e.g. Daniel, 2008, Ellsworth, 1989; Solomon, 1997) . This is particularly the case when either most students in the class are Anglo (e.g. Chaisson, 2004; Delpit, 2005; Solomon, Portelli, Daniel, & Campbell, 2005) .  \nOur composite inquiry here builds on this literature in two key ways. First, thereis a tendency for educators to talk to student teachers about the difficulties of teaching the ways in which race shapes identities, practices, and so on rather than with student teachers about the difficulties they are having in conducting such lessons. This topic is of particular importance when suburban, Anglo students with limited experience either in cities or with students of color are assigned or request to teach in urban schools with majority non-Anglo populations (see Sleeter, 2001) . Second, there is little talk about contexts in which pre-service teachers use their available agency (Metz, 1978; Pace & Hemmings, 2006; Page, 1991; Gershon, 2007) to skillfully negotiate not having to talk about race.  \nOur work here, then, is an explicit effort to reveal the ways in which we each negotiated these issues during a shared semester of pre-service course work in social studies methods (a second methods course for students which meets concurrently with students’ practicum) . To this end, we utilize a framework called collaborative discensus (Gershon, 2008; Gershon, Peel & Bilinovich, 2009). This faming is a process that enables each of us to speak to and with one another in such a way that we do not need to compromise on language, content, or concepts; yet, we have opportunities to respond to one another.  \nCanadian Social Studies 44(1) Gershon, Bilinovich, & Peel  \nWhere Carrie represents the majority voice in our room – students who were very disgruntled with the course’s content and pedagogy – Amanda voices the minority student perspective as one troubled by her peers’ lack of inquiry about social studies concepts and their delivery in daily lessons. Not only do we have contrasting perspectivesand roles but we are also markers of differences in social capital and status. For example, I am the only male, their former professor, the only one of us with an advanced degree, and have considerably more teaching experience.  \nOur talk in this piece is more akin to uses of autobiography in curriculum studies (Casemore, 2007; Pinar, 1994; Whitlock, 2007) employed as a form of currere (Pinar, 1994)—in which our stories explicate our ideas, ideals, emotions, and interactions so that the might be both critically examined for their meanings and serve as an exemplar of given ways of knowing—than it is an instance of narrative inquiry (e.g. Clandinin & Connelly, 2000). However, this work","cbCaicybDQxrMOGh","https://ap.wps.com/l/cbCaicybDQxrMOGh","pdf",30622,"English","# Introduction\n## Carrie’s Experience","[{\"question\":\"What is the main focus of the collaborative discensus piece?\",\"answer\":\"It explores how the authors negotiated the challenges of talking about race in pre-service social studies methods courses, using interwoven perspectives and a collaborative discensus framework.\"},{\"question\":\"Why does the piece emphasize discomfort in teaching about race?\",\"answer\":\"It argues that teaching race-related content is often difficult and fraught, especially for pre-service teachers with limited experience in urban schools or with students of color.\"},{\"question\":\"How does the authors’ approach differ from typical classroom discussions about race?\",\"answer\":\"Instead of treating race as separate or merely “different,” the authors describe an inquiry-based dialogue that pushes student teachers to think openly about how race connects to identities, practices, and social studies content.\"}]","Race, Social Studies Content, and Pedagogy - Wrestling through Discomfort Together | PDF",1792087103,23]