Dean P. Vesperman, University of Wisconsin-River FallsAnne Aydinian-Perry, University of HoustonMatthew T. Missias, Grand Valley State University and Whitney G. Blankenship, San Antonio College

• Acknowledgments.Introduction; Dean P. Vesperman, Anne Aydinian-Perry, Matthew T. Missias, and Whitney G. Blankenship.Part I: Critical Education In Times Of Turmoil.Chapter 1. Approaching Critical Literacy With a Critical Race Theoretical Approach to Encourage Reflective and Just Democracy; Amy J. Samuels and Gregory L. Samuels.Chapter 2. What Do We Need to Know Now? Racial and Technological Pedagogical Content Knowledge for Discussing Race in Online History Classrooms; Lightning Jay.Chapter 3. Preparing White Students for a Multiracial World; Antony Farag and Bailey Verdone.Part II: Pedagogies Of Change.Chapter 4. Teaching Social Studies in a Time of COVID-19: An Examination of Contradictions in Activity; Dean P. Vesperman and Mariah Pol.Chapter 5. Re-imagining Citizenship Education Through Critical-Transformational Human Rights Education; Ian M. McGregor, Glenn Mitoma, and Sandra Sirota.Chapter 6. The Three Cs for Teaching in Contentious Times; Debby Shulsky and Sheila Baker.Chapter 7. Un-learning, Re-learning, and Re-imagining Together: Early Career Teachers Engaging in Collaboration Toward Racial Literacies Development; Mary Adu-Gyamfi, Joey Laurx, Trustin Dinsdale, and Rylie Kever.Part III: Global Responses To Turmoil.Chapter 8. A Tumultuous Tale of Socially Just Teaching: A Migrant Asian Australian Teacher's Critical Autoethnographic Account of Guiding White Bodies Through an Asian Ethnoburb; Aaron Teo.Chapter 9. Engaging With National Histories and Settler Colonial Master Narratives to Foster an Anti-Racist and Culturally Responsive Citizenry: The Pedagogy of Critical Ethical Nationalism in the Shadow of National Statues; Mary Frances O'Dowd.Chapter 10. How is Racism a Global Issue? Connecting Critical Global Education to the Teaching of Race; Hanadi Shatara and Gerardo Aponte-Safe.Part IV: Reconceptualizing Curriculum.Chapter 11. Centering Indigenous Voices: A Book and Film Study in a University Social Studies Content Course; Linda Doornbos.Chapter 12. Journey Box Projects for a Post-Pandemic World: How the Experiences of Teacher Candidates Invite the (Re)imagination of Culturally Relevant Social Studies Education; Kaitlin E. Popielarz.Chapter 13. African American History and Its Visual Portrayal in Textbooks; Tina L. Heafner and Antoinette M. L. Rochester.Chapter 14. Re-imagining Heroes and Holidays: Possibilities for Folkloristics in History and Social Science Education; Mark E. Helmsing.Biographies.

Dean P. Vesperman, University of Wisconsin-River FallsAnne Aydinian-Perry, University of HoustonMatthew T. Missias, Grand Valley State University and Whitney G. Blankenship, San Antonio College

• Acknowledgments.Introduction; Dean P. Vesperman, Anne Aydinian-Perry, Matthew T. Missias, and Whitney G. Blankenship.Part I: Critical Education In Times Of Turmoil.Chapter 1. Approaching Critical Literacy With a Critical Race Theoretical Approach to Encourage Reflective and Just Democracy; Amy J. Samuels and Gregory L. Samuels.Chapter 2. What Do We Need to Know Now? Racial and Technological Pedagogical Content Knowledge for Discussing Race in Online History Classrooms; Lightning Jay.Chapter 3. Preparing White Students for a Multiracial World; Antony Farag and Bailey Verdone.Part II: Pedagogies Of Change.Chapter 4. Teaching Social Studies in a Time of COVID-19: An Examination of Contradictions in Activity; Dean P. Vesperman and Mariah Pol.Chapter 5. Re-imagining Citizenship Education Through Critical-Transformational Human Rights Education; Ian M. McGregor, Glenn Mitoma, and Sandra Sirota.Chapter 6. The Three Cs for Teaching in Contentious Times; Debby Shulsky and Sheila Baker.Chapter 7. Un-learning, Re-learning, and Re-imagining Together: Early Career Teachers Engaging in Collaboration Toward Racial Literacies Development; Mary Adu-Gyamfi, Joey Laurx, Trustin Dinsdale, and Rylie Kever.Part III: Global Responses To Turmoil.Chapter 8. A Tumultuous Tale of Socially Just Teaching: A Migrant Asian Australian Teacher's Critical Autoethnographic Account of Guiding White Bodies Through an Asian Ethnoburb; Aaron Teo.Chapter 9. Engaging With National Histories and Settler Colonial Master Narratives to Foster an Anti-Racist and Culturally Responsive Citizenry: The Pedagogy of Critical Ethical Nationalism in the Shadow of National Statues; Mary Frances O'Dowd.Chapter 10. How is Racism a Global Issue? Connecting Critical Global Education to the Teaching of Race; Hanadi Shatara and Gerardo Aponte-Safe.Part IV: Reconceptualizing Curriculum.Chapter 11. Centering Indigenous Voices: A Book and Film Study in a University Social Studies Content Course; Linda Doornbos.Chapter 12. Journey Box Projects for a Post-Pandemic World: How the Experiences of Teacher Candidates Invite the (Re)imagination of Culturally Relevant Social Studies Education; Kaitlin E. Popielarz.Chapter 13. African American History and Its Visual Portrayal in Textbooks; Tina L. Heafner and Antoinette M. L. Rochester.Chapter 14. Re-imagining Heroes and Holidays: Possibilities for Folkloristics in History and Social Science Education; Mark E. Helmsing.Biographies.

Dean P. Vesperman, University of Wisconsin-River FallsAnne Aydinian-Perry, University of HoustonMatthew T. Missias, Grand Valley State University and Whitney G. Blankenship, San Antonio College

• Acknowledgments.Introduction; Dean P. Vesperman, Anne Aydinian-Perry, Matthew T. Missias, and Whitney G. Blankenship.Part I: Critical Education In Times Of Turmoil.Chapter 1. Approaching Critical Literacy With a Critical Race Theoretical Approach to Encourage Reflective and Just Democracy; Amy J. Samuels and Gregory L. Samuels.Chapter 2. What Do We Need to Know Now? Racial and Technological Pedagogical Content Knowledge for Discussing Race in Online History Classrooms; Lightning Jay.Chapter 3. Preparing White Students for a Multiracial World; Antony Farag and Bailey Verdone.Part II: Pedagogies Of Change.Chapter 4. Teaching Social Studies in a Time of COVID-19: An Examination of Contradictions in Activity; Dean P. Vesperman and Mariah Pol.Chapter 5. Re-imagining Citizenship Education Through Critical-Transformational Human Rights Education; Ian M. McGregor, Glenn Mitoma, and Sandra Sirota.Chapter 6. The Three Cs for Teaching in Contentious Times; Debby Shulsky and Sheila Baker.Chapter 7. Un-learning, Re-learning, and Re-imagining Together: Early Career Teachers Engaging in Collaboration Toward Racial Literacies Development; Mary Adu-Gyamfi, Joey Laurx, Trustin Dinsdale, and Rylie Kever.Part III: Global Responses To Turmoil.Chapter 8. A Tumultuous Tale of Socially Just Teaching: A Migrant Asian Australian Teacher's Critical Autoethnographic Account of Guiding White Bodies Through an Asian Ethnoburb; Aaron Teo.Chapter 9. Engaging With National Histories and Settler Colonial Master Narratives to Foster an Anti-Racist and Culturally Responsive Citizenry: The Pedagogy of Critical Ethical Nationalism in the Shadow of National Statues; Mary Frances O'Dowd.Chapter 10. How is Racism a Global Issue? Connecting Critical Global Education to the Teaching of Race; Hanadi Shatara and Gerardo Aponte-Safe.Part IV: Reconceptualizing Curriculum.Chapter 11. Centering Indigenous Voices: A Book and Film Study in a University Social Studies Content Course; Linda Doornbos.Chapter 12. Journey Box Projects for a Post-Pandemic World: How the Experiences of Teacher Candidates Invite the (Re)imagination of Culturally Relevant Social Studies Education; Kaitlin E. Popielarz.Chapter 13. African American History and Its Visual Portrayal in Textbooks; Tina L. Heafner and Antoinette M. L. Rochester.Chapter 14. Re-imagining Heroes and Holidays: Possibilities for Folkloristics in History and Social Science Education; Mark E. Helmsing.Biographies.